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Course syllabus for Mathematics, teaching and assessment

Course syllabus adopted 2026-02-26 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

    40117

  • Maximum participants

    35

  • Open for exchange students

    No

  • 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

Examiner

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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

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

Course specific prerequisites

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

Aim

The aim of the course is to prepare students to teach mathematics. In the short term, this means preparing the student for the practicum in school that begins immediately after this course. In the longer term, the course aims to provide a foundation in teaching methodology and introductory knowledge of leadership in education. This is done in close connection to the chosen teaching subject, 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 evidence-based teaching models,
  • describe the practical conditions for assessment in mathematics in Swedish schools
  • apply fundamental mathematical concepts in relation to upper-secondary mathematics courses and place these fundamentals within a broader mathematical perspective
  • use feedback and one’s own behavious as tools for leading individuals and groups

Content

In this course, mathematical content relevant to school education is used. This material becomes the basis for the student's own learning, for didactic considerations, and for the planning and implementation of teaching and assessment.
  • Models for instruction and lesson planning
  • Practical teaching sessions
  • In-depth study of mathematical knowledge relevant to school teaching
  • Programming in Python as a mathematical tool
  • Examples of students’ conceptions of mathematical concepts and relationships
  • Feedback in theory and practice
  • Forms of assessment and the evaluation of student performance

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
Swedish curricula and books in mathematics for upper secondary school.
  • Hattie, John., & Timperley, Helen. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Matematikfördjupning i kursen Matematik, undervisning och bedömning, Bengmark, S.
  • Thomas, M. (2003). The Role of Representation in Teacher Understanding of Function. International Group for the Psychology of Mathematics Education, 4, 291-298
  • Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE—Life Sciences Education, 9(3), 159-164.
  • Kajander, A., & Lovric, M. (2009). Mathematics textbooks and their potential role in supporting misconceptions. International Journal of Mathematical Education in Science and Technology, 40(2), 173-181.
More articles that are published in the course Canvas site

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 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 about disability study support.

Mathematics, teaching and assessment | Chalmers