Learning outcome

After successfully completing the course, the candidate will have achieved the following learning outcomes:

Knowledge:

The candidate has knowledge of:

• Teaching primary-level mathematics, especially numeracy and arithmetic, geometry and measurement, transition from arithmetic to algebra, with a particular focus on basic instruction in primary-level mathematics
• The role of language in learning mathematics
• Common interaction patterns and communication related to mathematics teaching
• The importance semiotic representational forms have in mathematics, and the challenges associated with transitions between representational forms
• The importance of arithmetic as a basic skill in all school subjects
• How to express oneself verbally and in writing, the importance of reading, and using digital tools in mathematics
• Mathematics’ content in the kindergarten and lower secondary level and the transitions kindergarten / school and primary education / lower secondary
• Various learning theories, and the relationship between approaches to learning and approaches to the subject
• A wide repertoire of methods for teaching mathematics
• The historical development of mathematics, especially with regard to numerals and systems

Skills

The candidate can:

• Plan, implement and evaluate mathematics’ teaching for pupils in years 1-7 with a focus on variety and pupil activity, based on research, theory and practice
• Demonstrate good practical skills in oral and written communication in mathematics, and expertise in teaching these skills to pupils.
• Use methods that promote pupils’ sense of wonder, creativity and ability to work systematically with exploratory activities, reasoning, argumentation and evidence
• Use and evaluate diagnostic tests and various methods of observation and assessment in order to adapt teaching to the diverse needs of learners
• Analyse and evaluate students' ways of thinking, reasoning and methods for solving problems from different perspectives of knowledge and learning
• Identify and address learning difficulties in mathematics, and facilitate learning for pupils with different types of learning difficulties

General competence

The candidate:

• Can understand the importance of mathematics as a general education subject
• Has insight into the role of mathematics in other subjects and in society at large
• Has knowledge of the importance of the subject mathematics with regard to participation in a democratic society

Course Description

Number sense

Basic instruction in mathematics - difficulties in learning mathematics - pupils' thinking and conceptual development - development of concepts - basic number theory - algorithms - mental arithmetic

Geometry

The properties of two and three-dimensional shapes - structures - calculations - mirroring, rotation, displacement and symmetry

Measurement

Length, area and volume - weight - measuring instruments – units and annotation - currency

Subject didactics

Pupils’ thinking and attitudes - teaching and learning methods

ICT

Websites - Excel (spreadsheet) - GeoGebra (interactive geometry).

Teaching and Learning Methods

Mathematics 101 is taught over one semester. The course includes varied teaching and learning methods. It will be organized in two ways: through workshops on campus and communication between teachers and students online. Two joint workshop sessions will be held during the course of the module. The workshops include joint lectures, group work, individual exercises, tutorials, practical work, etc. Between the workshops, teaching will be given online. The course includes a compulsory subject didactics assignment.

Assessment Methods

The subject didactics assignment will be assessed on a pass / fail basis. The assignment must be approved before the course can be approved. The final examination is an individual oral examination which will be given at the end of the semester (duration: 45 minutes). The examination is assessed on a scale from A to F, where A is the highest grade and E the lowest passing grade. For more information please refer to Telemark University College’s Examination Regulations.

NB. The ministry has decided that from autumn 2015, a new national part-examination on the topic of fractions and decimals will be introduced. This may result in changes to the current course assessment methods. Information concerning this will be given at the start of the autumn semester in August, 2015.

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