Learning outcome

- Students in mathematics didactics will develop an understanding of how mathematical concepts are developed. On the basis of theory, students will also become aware of underlying misconceptions regarding mathematics in schools. Part of the course will focus on how, through diagnostic teaching, the teacher can identify misconceptions among pupils.

- Much research has been done on the misconceptions that exist in key areas of school mathematics. In mathematics didactics it is necessary to study some of the research results that have emerged, and possibly research that has been done on the effects of different teaching methods. An example of this might be the learning outcomes pupils gain when doing various types of homework.

- Students should also understand how teaching mathematics may depend on cultural factors. Part of the course will focus on teaching practice found in cultures that are different from the West. In this context, the course will examine the possible advantages and disadvantages of such methods of teaching, and how we can potentially learn from these cultures.

Course Description

The subject curriculum in Mathematics Didactics builds on the Curriculum and Regulations for the Post Graduate Certificate in Education (Ministry of Education, 2003). The course qualifies students who have teaching skills in mathematics, gained at degree level, to teach mathematics in primary and secondary schools. Students will study topics which will, in combination with their background in the subject, provide a basis for planning and executing reflected and varied instruction based on the current curricula in use in primary and secondary school education.

Mathematics Didactics focuses on three areas:

• A survey of misconceptions in various areas of school mathematics
• Theory of how the understanding of mathematical concepts evolve
• Mathematics teaching in different cultures

Misconceptions in school mathematics cover theory of how pupils think about topics such as fractions, geometry, algebra, decimals and functions. Especially in algebra, there have been findings suggesting that pupils are often confused by previous use of similar notation. When pupils experience that letters in primary school are used to denote objects in geometry, they will later continue to make this association with regard to when letters are used in geometry.

This is a general trend that can be discovered in many other parts of school mathematics: Pupils have expectations of how mathematics functions, which often contradicts the correct approach, as problems often stem from generalizations that have been assumed earlier in their education.

Theory concerning the structure of mathematical concepts is a common denominator concerning the above. Students will study the whole of the mathematical concept hierarchy and consider exactly what makes a mathematical concept abstract. It may also be appropriate to examine exactly what happens when one achieves full understanding of mathematical concepts.

Mathematics teaching in different cultures is an area which in recent years has gained an increased focus in international research. What is it that makes some countries achieve better results in international math tests compared to others? In this context it is interesting to study what is done differently in mathematics teaching; what is different in the learning-culture, and perhaps even how parents to different degrees follow up their children at home.

Teaching and Learning Methods

Learning methods include lectures, group and individual work. Students will complete an independent mathematics didactics assignment related to teaching practice. The course provides students with experience of varied teaching and learning methods which they can later use in schools.

Students taking 30 ECTS credits in Mathematics Didactics will, in addition, complete an independent project which consists of a project report and study of literature related to the project area. The project report comprises 9 ECTS credits and the study of literature associated with the project comprises 6 ECTS credits.

Assessment Methods

Students taking 15 ECTS credits.

The examination consists of an individual written examination, 5 hours. Examination aids: Calculator and LK06.

Students taking 30 ECTS credits.

The examination consists of an individual written examination, 5 hours, which corresponds to the written examination as described for students taking 15 ECTS credits. The written examination counts 60 % of the final grade. Examination aids: Calculator and LK06.

The project report will be assessed. The grade for the project report counts for 20% of the final grade. In addition, candidates will be given an oral examination on their project report; the oral examination also includes an evaluation of the student’s knowledge of the subject literature associated with the project work. The grade for the oral examination counts for 20 % of the final grade.

A single final grade is entered on the diploma, graded from A to F, where A represents the highest grade, and E the lowest passing grade. Students must have received a passing grade on each part of the assessment in order to achieve a final passing grade.

Please refer to Telemark University College examination regulations for further information.

Minor adjustments may occur during the academic year, subject to the decision of the Dean