An assignment weighted at 100 %
2,000 words (LOs 1 – 5)

The purpose of this module is to develop learners’ knowledge and understanding of theories, principles and models applied to the teaching of Mathematics, to include:

The introduction to this module will look at definitions of Numeracy and its relationship to mathematics. There will be an analysis of learning theories and models of adult learning

You will be given the opportunity to develop your own skills and understand how to
develop learners’ skills in:
Numeracy and mathematics.

LO 1 Demonstrate knowledge and understanding of fundamental attributes of mathematics and numeracy
Knowledge & Understanding
Learning

LO 2
Develop own knowledge and understanding in the attributes and procedures within mathematics and numeracy
Knowledge & Understanding
Learning

LO 3
Reflect upon and appraise practice and be able to apply knowledge of the main methods of enquiry and be able to discuss the relationship between theory and practice in the role of a Mathematics tutor
Enquiry
Reflection

LO 4 Frame appropriate questions to propose a range of solutions to problems in developing numeracy strategies; justify, through written rationales experimental approaches and exploit unplanned opportunities for development.
Problem solving
Analysis

LO 5 Critically evaluate a wide range of relevant sources and express spoken and written responses coherently, fluently and accurately; use and appraise a wide range of communication strategies to benefit learning.
Communication

The learning, teaching and assessment strategies have been carefully devised for this module recognising that participants bring with them a wealth of knowledge to share with others. Formative assessment and peer learning through, for example, pair and small group work, is an important aspect of the approach to learning on the course.

Knowledge and understanding will be acquired through a variety of activities including: presentations, individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection.

In addition to this, learners will engage with mentors and peers to support and broaden their learning experience. The combination of teaching and learning approaches will facilitate a deeper understanding of their subject specialism.

This module will include a range of learning materials, for example hand-outs, reading material, electronic presentations.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards and key literature will be available from Blackboard VLE.

Tutor and peer support will be made available.


Also booklets produced by Award team will be handed out/available on Blackboard:
Academic Writing
Harvard Referencing

Must have access to:

Scientific calculator

Have access to a Skills for Life learner and that learner’s work with Numeracy skills at or below level 2 (NQF).

100 hours of teaching maths over the duration of the course.

Coben, D. O’Donoghue, J. and FitzSimons, GE (2013) Perspectives on adults learning mathematics: Research and Practice. Kluwer

Kenwood, M (2010), Pure Mathematics 1, Heinemann Educational. London

Kenwood, M (2012), Pure Mathematics 2, Heinemann Educational. London

Hillier, Yvonne (2011) Reflective Teaching in Further and Adult Education; Continuum

Nelson, D. 2013. Dictionary of Mathematics. Penguin.

Swan, M. 2008. Collaborative Learning in Mathematics. Leicester. NIACE.