Mathematics 1 (5-10) Module 2: Algebra and Communication in the Mathematics Classroom

In this course, students work with topics in mathematics education and in mathematics that are important for teaching mathematics in grades 5-10, with special emphasis on algebra and algebraic thinking. Mathematical reasoning is central to overall mathematical competence, and in this course it will be linked to algebra. This includes work with different representations, generalization and proofs, equations, the concept of function and the properties of functions. Furthermore, the use of functions to model situations from the real world is part of the course. Key teaching practices that are addressed are planning, teaching, and interpreting pupils' thinking and work.

KNOWLEDGE

After completing the course, the student should

• have in-depth knowledge about algebra and functions students work with in grades 5-10
• be able to explain what algebraic thinking entails and how it can be promoted in teaching
• have knowledge of reasoning and generalization as a central part of mathematical competence
• have knowledge of different representations and transitions between them, the importance of the use of different representations for pupils' learning
• have knowledge of different digital tools that can be used in working with algebra, and how they can be used in teaching to support pupils' learning

SKILLS

After completing the course, the student should

• be able to familiarize themselves with and work with mathematical challenges within algebra and functions beyond the topics in primary and lower secondary school
• be able to plan, carry out, and assess teaching in algebra and functions that support pupils' learning
• be able to develop and carry out modelling activities with pupils in grades 5-10
• be able to use various digital tools in the teaching of algebra and functions in grades 5-10
• be able to elicit and interpret pupils' thinking and plan further teaching based on this

GENERAL COMPETENCE

After completing the course, the student should

• have knowledge about the language of mathematics, its importance for development in the subject and society
• have knowledge of mathematical modelling and its importance for democracy
• be able to be aware of his/her own view of mathematics, mathematics learning and teaching, as well as the significance it may have for future professional practice

The working methods alternate between presentations, work with joint planning, various assignments, discussions, and oral and written student presentations. Exploratory learning processes are used to promote the students' critical reflection and development towards becoming mathematics teachers.

Compulsory work

• Compulsory attendance in teaching, 75%
• Up to eight written assignments
• Participation in up to four workshops