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Module 1 Teaching mathematics from a teacher and pupil perspective, 22.5 ECTS cr
Mathematics as a science and a school subject is introduced and the emergence of mathematics in school described and discussed. Relevant curricula are analysed. Mathematics teaching is treated from different perspectives: societal, cultural and historical. Furthermore, critical steps in children's mathematical development are discussed.

The central knowledge areas of school mathematics are studied from a teaching as well as a subject theoretical perspective. Arithmetic in different numeric ranges is treated in terms of children's basic conceptions of numbers. Numerical systems in historical cultures are treated with an emphasis on the position system. The role of algebra in teaching mathematics is studied with a focus on algebraic expressions and equations as well as foundational ideas on the concept of function. Different forms of representations and laboratory material, for example, fraction operations are analysed. Geometrical objects and concepts are discussed in an educational perspective. Probability and statistics are discussed in terms of everyday situations. Problem-solving and various strategies for solving problems are treated.

Artistic presentations and diversity aspects in mathematics teaching are discussed and analysed. Different digital learning resources and basic programming are introduced and discussed. Research and theories in mathematics education are introduced.

Students are prepared for the practical placement period.

Module 2 Practical Placement I, 7.5 ECTS cr
Students have the opportunity to
- meet different groups of staff, for example, teaching teams, student welfare personnel and school management,
- apply national curricula and local directives with consideration given to equality and equity,
- participate in everyday activites, apply central regulations and guidelines and local pedagogical planning with consideration of equality and equal opportunities policies,
- apply subject-specific teaching theories and transform relevant subject knowledge into teaching and reflect on the relation between theory and practice,
- use ICT in their teaching,
- make observations,
- discuss and reflect on the profession and professional development,
- describe special education and student welfare efforts in school,
- acquire knowledge of legislation pertaining to confidentiality and obligation to notify irregularities.

Progressive specialisation: G1F (has less than 60 credits in first‐cycle course/s as entry requirements)

Education level: Undergraduate level

Selection:

Selection is usually based on your grade point average from upper secondary school or the number of credit points from previous university studies, or both.

This course is included in the following programme

• Primary school Education Programme with workplacement (studied during year 1)
• Primary Education Programme: x (studied during year 1)
• Primary Education Programme: Teaching in grades 4-6: Science (studied during year 1)
• Primary Education Programme: Teaching in grades 4-6: Social Science (studied during year 1)
• Primary Education Programme (studied during year 1)
• Primary School Education Programme with workplacement (studied during year 1)