Mathematics 1 (1-7) Module 1

The course focuses on mathematics didactical and mathematical topics that are important for teaching mathematics in grades 1-7. The mathematical topics include multiplication, division, fractions, statistics, and probability. The course combines mathematical understanding with didactical themes such as flexible strategies for calculation, the use of representations, communication patterns, and concept development. Teaching practices that students will work with across all mathematical and didactical themes include selecting and developing tasks, analyzing students’ thinking, and supporting students’ reasoning through meaningful questions and moves.

Knowlegde

The candidate

• has knowledge of mathematical learning and development processes, and of how to facilitate students’ participation in such processes
• has knowledge of interaction patterns and communication for learning mathematics, as well as different perspectives on learning mathematics
• has knowledge of various representations and the significance that the use of different representations may have for students’ learning
• has knowledge of different types of mathematical tasks and the purposes that these types of tasks can serve

Skills

The candidate

• can select and modify mathematical tasks to support students’ development of flexible strategies and exploration of mathematical relationships in mathematics teaching for all students in grades 1-7
• can use teaching methods that promote students’ positive attitudes, creativity, reasoning, and ability to work systematically with exploratory activities
• can communicate with students, listen to, assess, and make use of students’ contributions, and stimulate their mathematical thinking
• can analyze and assess students’ ways of thinking, reasoning, and problem-solving methods from different perspectives on knowledge and learning

General Competence

The candidate

• has insight into the significance of mathematics as a general-education subject
• has insight into the importance of mathematics teaching for inclusion and the development of critical democratic competence
• has insight into their own view of themselves as a future mathematics teacher

The teaching will employ a variety of approaches, such as group work on tasks and cases from practice, workshop and station-based teaching, lectures, and presentations for fellow students. A large part of the teaching will be process-oriented, with a high degree of student activity. The course aims to communicate and engage students in scientific working methods. Exploratory learning processes are intended to promote students’ independence, analytical skills, and critical reflection. Some of the teaching activities will be linked to the practice period.