Course syllabus for Mathematics, teaching and assessment

Course syllabus adopted 2023-02-14 by Head of Programme (or corresponding).

Overview

  • Swedish nameMatematik, undervisning och bedömning
  • CodeMVE375
  • Credits7.5 Credits
  • OwnerMPLOL
  • Education cycleSecond-cycle
  • Main field of studyTechnology and Learning
  • DepartmentMATHEMATICAL SCIENCES
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language Swedish
  • Application code 40120
  • Maximum participants35
  • Open for exchange studentsNo
  • Only students with the course round in the programme overview.

Credit distribution

0111 Examination 7.5 c
Grading: TH		7.5 c
  • 26 Okt 2024 pm J
  • 08 Jan 2025 pm J
  • 20 Aug 2025 am J

In programmes

Examiner

Go to coursepage (Opens in new tab)

Eligibility

General entry requirements for Master's level (second cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Specific entry requirements

English 6 (or by other approved means with the equivalent proficiency level)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.

Course specific prerequisites

A recommended prerequisite is the course Mathematics and society (MVE370)

Aim

The purpose of the course is to prepare the students for teaching mathematics by dealing with didactic questions and challenges, through the student's own learning, and by considering problem solving, hypothesis searching and theory building in algebra and number theory. The course also aims to prepare the student to be able to discuss philosophical questions such as "What characterizes mathematics?".

Learning outcomes (after completion of the course the student should be able to)

  • plan and implement teaching in mathematics based on policy documents and documented teaching models,
  • explain the basics of formative and summative assessment in mathematics,
  • apply mathematical foundations in relation to upper secondary school mathematics courses
  • be able to use accurate and relevant mathematical terminology and
  • explain the characteristics on mathematical knowledge, the role of proofs and applications

Content

This course will use mathematical content relevant to the school. This material is subject to the student's own learning, for didactic considerations, educational planning, assessment discussions and to clarify the nature of mathematics.
  • Examples of students' conceptions of mathematical concepts and relationships.
  • Feedback in theory and practice.
  • Assessment of written and oral student performance.
  • Models for teaching and lesson planning.
  • Hands-on practice teaching, voice and speech.
  • School visits.
  • Strengthening of mathematical knowledge relevant to education in schools.
  • Talk about and practice of unprepared reasoning in mathematics, the art of taking advantage of questions posed and making it into a learning situation.
     The mathematical argument's characteristics and role.
     Easy use of mathematical software.

Organisation

The teaching consists mainly of lectures, seminars and student presentations. The seminars discussed articles, case studies and experiences from school visits. At the students presentations tasks of didactic and mathematical nature are treated, alone and in groups.

Literature

Reading list announced on the course website before the start of the course. It will include
Aktuella läro- och ämnesplaner samt läroböcker för gymnasieskolan. Bybee, Rodger W., Taylor, Joseph A., Gardner, April., Van Scotter, Pamela., Carlson Powell, Janet., Westbrook, Anne., & Landes, Nancy. (2006). The BSCS 5E Instructional Model:Origins and Effectiveness. Colorado Springs: BSCS. Hagar, Gal., & Hee-Chan Lew (2008). Is a rectangle a parallelogram? Towards a bypass of van Hiele level 3 decision making. Paper submitted to TSG 12, ICME11, Mexico, Monterey. Hattie, John., & Timperley, Helen. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112, and more.

Examination including compulsory elements

The examination has three parts
  1. Ticking, student must tick that they are ready to present their solutions.
  2. Hand-ins and accompanying seminars
  3. Written exam.

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.