Course syllabus adopted 2021-02-26 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 40119
- Maximum participants35
- Open for exchange studentsNo
- Only students with the course round in the programme overview.
Credit distribution
Module | Sp1 | Sp2 | Sp3 | Sp4 | Summer | Not Sp | Examination dates |
|---|---|---|---|---|---|---|---|
| 0111 Examination 7.5 c Grading: TH | 7.5 c |
|
In programmes
- KPLOL - LEARNING AND LEADERSHIP, SUPPLEMENTARY STUDY PROGRAMME, Year 1 (compulsory)
- KPLOL - LEARNING AND LEADERSHIP, SUPPLEMENTARY STUDY PROGRAMME, half-time, Year 1 (compulsory)
- MPLOL - LEARNING AND LEADERSHIP, MSC PROGR, Year 1 (compulsory)
Examiner
- Samuel Bengmark
- Professor Pedagogical Merits, Algebra and Geometry, Mathematical Sciences
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
Mathematics equivalent to the first three years on an engineering program.Aim
To prepare the students for teaching in mathematics but also to prepare the studentLearning 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.
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 includeAktuella 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- Ticking, student must tick that they are ready to present their solutions.
- Hand-ins and accompanying seminars
- 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 about disability study support.