Mathematics 2 (5-10) Module 2: Stochastics and the Inquiring Mathematics Teacher

In this course, students engage with mathematics education and mathematical content that are central to teaching mathematics in grades 5-10, with a particular emphasis on stochastics—that is, probability and statistics. The use of statistics and mathematical modeling to describe and understand the world is a key component of comprehensive mathematical competence and forms an important part of the course. Students will carry out a research and development project in which they apply mathematics education research and relevant research methodologies. Key teaching practices include assessing students’ mathematical competence and providing feedback that supports learning.

Knowledge

Upon completing the course, the student will:

• have in-depth knowledge of aspects of statistics, combinatorics, and probability relevant to grades 5-10;
• have knowledge of regression analysis and simulations;
• be able to explain formative and summative assessment in mathematics, and various ways of providing feedback to students;
• have knowledge of mathematical learning difficulties, assessment tools, and possible interventions;
• be familiar with quantitative and qualitative research methods relevant to mathematics education research;
• have knowledge of experimentation, hypothesis formation, justification and falsification, generalization, and how to facilitate student participation in such processes.

Skills

Upon completing the course, the student will:

• be able to engage with stochastic problems beyond the scope of the school curriculum;
• be able to plan, implement, and evaluate teaching in stochastics that supports student learning;
• be able to design both practical and theoretical activities in stochastics, including the use of programming and other digital tools;
• be able to assess students’ mathematical competence and provide feedback that supports learning;
• be able to use quantitative and qualitative research methods to carry out and present mathematics education research projects.

General Competence

The student:

• can participate in and contribute to R&D projects and other collaborative efforts aimed at improving mathematics education practice;
• can explain the importance of mathematics for participation in a democratic society, for example, understanding decisions based on mathematical models;
• is aware of their own identity and practice as a mathematics teacher.

The course includes a variety of learning activities such as presentations, reading mathematics education research articles, working on different types of tasks, discussions, and microteaching. Exploratory learning processes are emphasized to promote students’ critical reflection and their development toward becoming mathematics teachers.