Mathematics 1 (1-7) Module 2

This course examines central didactical perspectives and content matter in mathematics teaching for grades 1-7, with extra focus on early year mathematics. We will examine different aspects of numbers and computations, including the importance of place value. The development of basic number sense is central to success in this course. Furthermore, we will connect the knowledge of additive structures to various strategies in working with numbers and operations. We will also investigate relationships between numbers, and examine how generalizing properties of numbers can prepare an individual for algebraic thinking. Lastly, we will analyze geometric thinking and the understanding of geometric concepts, measurement, and statistics and probability.

Knowledge:
The candidate
- has in depth knowledge of the mathematical subjects that pupils study in primary school, in particular introductory mathematics.
- has knowledge of early algebra and geometry, and can relate this knowledge to teaching materials in primary school.
- has knowledge about the use of different teaching materials, both digital and analog, and the possibilities and limitations of these materials.
- has knowledge of different learning theories, and relationships between the perspective on learning and the perspective on subject and knowledge.
- has knowledge of what mathematics entails in kindergarten and in lower secondary school, and of the transitions from kindergarten to primary school, and primary school to lower secondary school.
- has knowledge of how basic skills help in the development of mathematical competence.
- has knowledge of the various research methods in mathematic didactics and ethics, related to research involving student learning.

Skills:
The candidate:
- can plan, carry out, and evaluate mathematics teaching for all pupils in grades 1-7 with a focus on early mathematics.
- can lay the groundwork for early efforts and can adapt the teaching to the pupils’ unique needs.
- can evaluate how pupils achieve mathematical goals, give reasons for the evaluations, and give feedback that promotes learning.
- can use work methods that promote pupils’ wonder, creativity, and ability to work systematically with problem solving activities, reasoning, and argumentation.
- can communicate with pupils; can listen to, evaluate, make use of pupils’ input and stimulate pupils’ mathematical thinking.
- can use relevant research methods in mathematic didactics in ethically justifiable ways.

General competence:
The candidate
- has insight into the significance mathematics has as a generally educative subject and its interplay with culture, philosophy, and social development.
- has insight into the significance mathematics has for development of critical democratic competence.

During classes, varied working methods will be used:
- lectures
- reviews of examples and tasks
- workshops and learning station teaching
- individual work on tasks, episodes, and cases from teacher practice
- problem solving
- presentations for other students
- teaching in teacher practice

The subject will engage students in scientific work forms; inquiry-based learning processes will promote the students’ independence, analytical skills, and critical reflection. Much of the class work will be process oriented, in which an inductive work method with high degree of student activity will be central.
Students will work individually and in groups. During the course, students will undertake a certain number of tasks of varied character, and these tasks will produce both written documents and oral presentations. Lastly, students and instructors will supervise and respond to student-generated coursework.