ED4U014 - Developing Professional Practices: Numeracy and Mathematics 01 Sep 2019 - 31 Aug 2027 | Version 2
Associated Module Information
| Module Code: | ED4U014 | ||
|---|---|---|---|
| Module Title: | Developing Professional Practices: Numeracy and Mathematics | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Professional Learning in Education | ||
| Faculty Sub Group: | Social Work | ||
| Module Leader: | Janette Gibney, Melanie Smith | ||
| Module Team: | Rachel Stubley, Matthew Hutt | ||
| First Intended Intake: | SEP 2017 | Final Year of Intake: | 2022 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2027 |
Module Aims
To critically analyse socially situated numeracies in educational and other contexts
To critically evaluate current definitions of numeracy and mathematics in educational and other contexts
To critically engage with data handling, and extend numerical reasoning and mathematical thinking skills beyond current level.
To develop critical and reflective practices in designing and resourcing effective numeracy and mathematics learning activities
To develop an in-depth and critical understanding of current national and international research and literature in relation to numeracy and mathematics teaching and learning
Content Summary
Overview of philosophical, theoretical and political perspectives on numeracy and mathematics
Socially situated approaches to numeracy in range of contexts
Principles of effective numeracy teaching and learning: research and practice
Critical thinking and reasoning in mathematics and numeracy including data handling and interpretation: policy and practice
Activity design and resources for collaborative and participative learning
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 25 |
| Seminar | 5 |
| Tutorial | 1 |
| Independent Study | 200 |
| Directed Study | 69 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically analyse educational data, the uses and application of such data in educational policy and practice and socially situated numeracy events and practices to inform own development as an educator. |
| LO2 | Demonstrate ability to plan communicative, collaborative and participatory numeracy/maths learning events within institutional or other contextual constraints. |
| LO3 | Demonstrate critical understanding of current national and international research and literature in relation to numeracy and mathematics teaching and learning. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Portfolio | Portfolio 1 | Critique: A critical analysis of one or more sets of educational data, using data handling skills and critical numeracy awareness and/or other theoretical perspectives (1500). Presentation: A presentation to peers which provides an in-depth analysis of a numeracy event and associated practices within a specified domain (10 minutes). Activities and Design Rationale: An outline plan and resources for one or more numeracy learning activities, together with a written rationale (2500). | 0 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Portfolio 1 | ✔ | ✔ | ✔ |