Design and analysis of mathematics teaching

In this course, students will engage with the analysis of mathematical knowledge and the design of mathematics teaching, as well as mathematical modelling relevant for Grades 8-13 in school. The analytical frameworks will be the Theory of Didactic Situations in Mathematics and the Anthropological Theory of the Didactic. Key concepts will include: didactic system, didactic situation, adidacticity, milieu, didactic contract, reference model, and modelling of systems.

Upon completing the course, students will be able to conduct preliminary epistemological and didactic analyses of mathematical knowledge and use these as a foundation for designing teaching sequences in mathematics for Grades 8-13. Students will also be able to address questions related to extra-mathematical systems through the modelling of such systems and adapt this modelling to mathematics teaching for Grades 8-13. Together with the courses MA3060 and RFEL3100, this course provides the academic foundation for writing a master's thesis with a focus on mathematics education.

The teaching is organised as seminars containing a blend of lectures, group work and discussions, as well as presentations of students' work. The course requires a high degree of student participation. It is therefore necessary to be present in class to get sufficient learning outcome. The course will be given in autumn in years of odd numbers.