Issues in School Mathematics (1-7)

The course provides a deeper insight into the subject of didactic theory within six main areas: affective aspects of mathematics and mathematics teaching, mathematical knowledge in/for teaching, inclusive mathematics teaching, assessment for learning in mathematics, mathematics as problem solving activities The student will, through reading and processing theory, develop his/her ability to make justified choices for his/her mathematics teaching, and further develop his/her competence in observing and analyzing learning and teaching mathematics in the field of practice.

Knowledge
The candidate
- has advanced knowledge of central theories within affective aspects of the subject of mathematics, including pupils’ and teachers' notions of and attitudes to mathematics as a science discipline and teaching subjects
- has advanced knowledge of central theories within teaching knowledge in mathematics
- has advanced knowledge of inclusive mathematics teaching, including differentiation, and multicultural aspects of learning and teaching in mathematics
- has advanced knowledge of central theories for assessment for learning in mathematics
- has in-depth knowledge of mathematics as reasoning, investigative, and problem-solving activities
Skills
The candidate
- can discuss and relate critically to relevant academic literature, and analyze data material in light of mathematical didactic theory
- can analyze and use teaching aids and mathematics assignments in light of inclusive teaching in mathematics
- can discuss and analyze teaching activities and student work in mathematics based on theory of formative assessment
General competence
The candidate
- can identify and reflect on relationships between mathematics didactic theory and learning and teaching mathematics in school
- can present results and analysis from a theory-grounded, empirically based study conducted in mathematics classroom

The teaching is organized in seminar weeks, and the distribution of seminar weeks is given at the beginning of the semester. Between seminar weeks, literature studies, assignments, practice in schools, and contact through online classrooms are presented. The work methods alternate between lectures, work with assignments (individually and in groups), discussions, as well as oral and written student presentations. Professional discussions and other professional interactions are an important form of work and learning, and it is expected that all students actively contribute to such activities.