6804.22 - Mathematics - Elementary Llevel II - Geometry from an Educational Perspective

Course number
Mathematics - Elementary Llevel II - Geometry from an Educational Perspective
Students must be enrolled at NÁD as preservice teachers.
To prepare the students to teach mathematics in grades 1-6, focusing in particular on Geometry. The students should develop a clear understanding of the mathematical content in Faroese primary school. In addition, the students should acquire research-based knowledge on how teaching can be planned and completed in relation to this content in order to support pupils’ development, while taking into account pupils’ varying cognitive and social preconditions.
The mathematical content is treated and analyzed in relation to mathematics education in grades 1-6. • Geometric thinking with and without IT tools, including affordances and limitations of different tools. • Inductive versus deductive methods in Geometry teaching, and in mathematics teaching in general. • Didactics concerning measuring and tools for measurement (length, area and volume). • Curriculum for mathematics in grades 1-6. • Teaching material, methods, and evaluation of mathematics teaching of geometry. • Apprentice in primary school.
Learning and teaching approaches
Groupwork, class assignments, lectures, self-study, home assignments, presentations and classroom discussions.
Learning outcomes
At the end of the course, the students should be able to: • Explain mathematical content within Geometry in grades 1-6 in the Faroese primary school. • Solve tasks that are suitable for pupils in grades 1-6- with focus on geometrics, • Show examples of investigative and deductive methods in mathematics teaching • Reflect and contemplate on research related to development of understanding of Geometry. • Explain and justify how a teacher can prepare, complete, and evaluate inspirational and substantial mathematics teaching, with reference to mathematics education theory. • Teach mathematics in grades 1-6, as part of the training at primary schools.
Assessment method
The student teachers start the course with fieldwork (practicum). After the practicum, the students must write and defend an assignment that summarizes their experiences in the practicum period The assessment is in two parts: 1) Throughout the course, students are required to hand in several assignments such as overview papers, presentations, and written tests. These assignments must be passed in order to be eligible for the end of the course exam. 2) At the end of the course, the students must complete a written exam, for which they receive a grade. (The examination process is described in more detail in a separate document)
Marking scale
Choice of texts and other materials will be provided before the commencement of the course.
Ingi Heinesen Højsted