|Module Code:||ED8305||ECTS Credits:||5|
This module aims to develop in student teachers the ability to create, implement and assess engaging and challenging mathematical experiences for children in infants to first class of primary school. Research has shown (NCTM 2011) that a content-based approach to early childhood mathematics can be too narrow and the focus is now moving towards the development of young children’s ability to access powerful mathematical ideas which are relevant to their current lives.
This module will focus on the connections between the Primary School Mathematics Curriculum and the Aistear framework and contextualize it in the light of international findings. Students will examine examples of these powerful mathematical ideas and also explore the pervasive nature of numeracy in the lives of young children. To do this they will have to review their experiences with the second to sixth class curriculum and construct an understanding of the lines of mathematical development which come from the building blocks of early mathematics.
Social, Environmental and Scientific Education (SESE)
This module seeks to build on the preceding Year 2 module in Social, Environmental and Scientific Education (SESE) with a particular emphasis on teaching junior classes (infants to second) in the primary school.
Education about the environment can be pursued through a range of learning experiences across a number of curricular subjects. The national strategy for improving literacy and numeracy in schools – Literacy and Numeracy for Learning and Life – The National Strategy to Improve literacy and Numeracy among Children and Young People (2011) advocates a cross curricular approach to developing literacy and numeracy so that pupils can apply those skills to real life situations and enable them to make sense of the world.
There is immense potential for integration and linkage between SESE and other curricular areas. Key mathematical skills such as problem solving, estimating and measuring, problem solving, and analysing data are also skills shared with the subject areas of science and geography in particular. History also has potential to develop the mathematical understanding of time and time measurement.
Areas of study include curriculum content, methodologies and approaches, integration and planning, assessment, resource planning and use of technology in teaching history, geography and science. The study of the Primary School Curriculum (1999) and the associated Teacher Guidelines will be the main focus of the course.
On successful completion of this module students should be able to:
- Make explicit connections between early mathematics and the mathematical understandings of the older primary school child through a line of development approach
- Describe clearly a selection of key concepts in primary mathematics (junior infants to first class)
- Demonstrate knowledge and understanding of appropriate formative assessment strategies in early mathematics
- Articulate the principles underlying the teaching of SESE curriculum from Junior Infants to 2nd Class
- Outline the content of the SESE curriculum from Junior Infants to 2nd Class
- Prepare and write schemes of work in SESE which demonstrate a thorough understanding of the principle of integration and linkage
- Recognise that teaching SESE requires a balanced approach between teaching the content knowledge in a subject area and teaching the acquisition of the necessary skills which will enable pupils to become lifelong learners
- Display an understanding of and competency in the implementation of the content and the methodologies appropriate for Junior Infants to 2nd Classes
- Create practical and original classroom ideas for the teaching of SESE
Methods of Assessment
1.5 hour exam
1,500 word assignment