- Dr Mary Healy (Senior Lecturer - Roehampton University)
- Dr Martin Needham (Associate Head of Department - Manchester Metropolitan University)
|Delivery Type||Delivery length / details|
|Workshop||1 x 3 Hour Workshop|
|Lecture||10 x 2 Hour Lectures|
|Workshop||1 x 4 Hour Workshop|
|Seminar||10 x 1 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 2500 word essay||50%|
|Semester Assessment||Assignment 2 Lesson plan and 1500 word justification||50%|
|Supplementary Assessment||Assignment 1 All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 % New assignment titles will be issued 2500 word assignment||50%|
|Supplementary Assessment||Assignment 2 All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 % New assignment titles will be issued Lesson plan and 1500 word justification t||50%|
On successful completion of this module students should be able to:
Demonstrate an effective knowledge and understanding of young children's early mathematical development.
Critically review and discuss the concepts, arguments and principles surrounding mathematical development.
Critically examine the ways in which young children learn mathematics.
Critically evaluate the effects of parents, teachers and government policies on early mathematical development.
Demonstrate a critical engagement with relevant source material.
This module is designed to develop students' understanding of the young children's mathematical development and the theoretical framework and practical implications for the mathematical education of young children
Lecture and seminar 1: Why do we teach maths?
Lecture and seminar 2: How should we teach maths?
Lecture and seminar 3: Why and how do we assess maths
Lecture and seminar 4: Why does maths make us anxious?
Lecture and seminar 5: Maths in the Early Years Foundation
Lecture and seminar 6: Number and measure
Lecture and seminar 7: Shape, position, movement and handling data
Lecture and seminar 8: Maths across the curriculum
Lecture and seminar 9: Differentiation
Lecture and seminar 10: Giftedness in Maths
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed and one of the seminar tasks requires the development of a PowerPoint presentation.|
|Personal Development and Career planning||Not developed in this module.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments and some of the seminar tasks.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 6