Teaching Methodology Mathematics 2

3 ECTS credits
90 h study time

Offer 3 with catalog number 4022896ENW for working students in the 2nd semester at a (E) Master - advanced level.

Semester

2nd semester

Enrollment based on exam contract

Impossible

Grading method

Grading (scale from 0 to 20)

Can retake in second session

Yes

Enrollment Requirements

Alvorens men kan inschrijven voor 'Vakdidactiek Wiskunde 2' moet men ingeschreven of geslaagd zijn voor 'Vakdidactiek Wiskunde 1' en 'Positief en inclusief leefklimaat'.

Taught in

Dutch

Faculty

Multidisciplinary Institute for Teacher Education

Department

Multidisciplinary Institute for Teacher Education

Educational team

Anne Schatteman
Tom Dierckx
Bart Windels (course titular)

Activities and contact hours

8 contact hours Seminar, Exercises or Practicals
82 contact hours Independent or External Form of Study

Course Content

Learning Pathway Professional Practice

In this course unit, students start with 2 hours of co-teaching within the domain of mathematics. The form of co-teaching depends on the needs of the situation. Subsequently, a supervised practice internship for teaching mathematics is conducted. Students design lessons (7h) which they also carry out in class practice, in the presence of the mentor.

For students with LIO status: in-service internship of 28 hours (and if applicable pre-service or alternative internship). If the assignment volume is between 200 and 499 teaching hours, the student may not be able to perform sufficient unique teaching hours for this course unit. In that case, additional assignments from the regular track will be given in proportion to the missing hours. In cases where the LIO student has no or insufficient teaching assignment within the field of this course unit, an additional assignment is given from the regular track , i.e. guided practice internship. Here the student designs lessons that are carried out in classroom practice, in the presence of the mentor.

Learning Pathway Pedagogical Content Knowledge

In this learning pathway, students further develop their subject specific teaching toolbox for mathematics. They learn to design lessons that focus on mathematical proof and problem-solving skills. They learn to prepare an assessment and formulate effective subject-related feedback.

Course material

Digital course material (Required) : Digital course material: available via Canvas.

Additional info

For students of campuses Anderlecht, Diest and Leuven 6 contact hours will be organised. 84h are completed as self-study (including internship).
Students are expected to attend all classes within this course unit in order to prepare as much as possible for the internship (professional attitude).
Internships can take place during academic leaves that does not coincides with school holidays, exam preparation time and exam periods. Students are expected to spread the duration of their internship (see internship guidelines).
During this course unit an integrated skill set of competences, needed for the design of a positive and inclusive climate is developed. During the internship the aim is to integrate the learning outcomes of the other course units and the course unit positive and inclusive climate.

Learning Outcomes

General competences

Programme specific learning outcomes

1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 14, 16, 18, 19, 20, 22

Learning Pathway Professional Practice

The student shows an open, inquisitive and professional attitude (including planning/preparation of and communication about the internship).
The student can design coherent and challenging lessons and implement them successfully under the guidance of the mentor.
Drawing on the pedagogical reference frameworks and subject-specific insights, the student can create a powerful learning environment, in which learning objectives, learning resources and learning and assessment activities are aligned to each other and match the diversity of the learning group.
The student, appealing to the pedagogical reference frameworks and subject-specific insights, can offer learning objectives, learning activities and learning content to students in a structured, accurate and engaging way.
The student deals constructively with feedback from the mentor or internship supervisor on the preparation and implementation of internship lessons, is able to reflect on it critically and can incorporate the feedback into teaching practice.
The student handles information about the pupil/ student/ teachers/ school/ supervisors in a respectful and discrete manner.

Learning Pathway Pedagogical Content Knowledge

The student shows an open, inquisitive and professional attitude.
The student understands curriculum theory and the horizontal and vertical structure of mathematics education and is able to apply this to departmental cooperation and planning.
The student is able to utilize current scientific evidence and recent insights concerning a positive and caring living environment when creating a subject specific learning environment for science education.
The student is able to integrate current social themes when creating a subject specific learning environment for science education, with special attention to the Brussels metropolitan context.
The student is able to utilize different models of summative and formative evaluation when designing lessons in view of study evaluation, remediation and differentiation.
The student is able to provide feedback, feed forward and feed up.
The student is able to utilize strategies that encourage the pupils' language development within science education when designing lessons.
The student is able to flexibly utilize subject specific knowledge and skills in his/her didactic actions and, if necessary, to correct gaps in his/her own subject specific knowledge.
The student is able to stimulate a positive interaction between students and realize connection and a sense of competence in order to optimize the learning of individual students.
The student is able to select methods for teaching and learning that encourage participation.
The student is able to use step-by-step plans and heuristics to improve the students' problem-solving skills.
The student is able to use teaching methods to increase the students' insight into mathematical proofs.

Grading

The final grade is composed based on the following categories:
Written Exam determines 40% of the final mark.
Practical Exam determines 60% of the final mark.

Within the Written Exam category, the following assignments need to be completed:

Opdracht with a relative weight of 40 which comprises 40% of the final mark.

Note: Within the Written Exam category, the following assignments need to be completed: 
Assignment with a relative weight of 40 which comprises 40% of the final mark.  
Note: Assignment with regard to processing the pedagogical content knowledge.

Within the Practical Exam category, the following assignments need to be completed:

Co-teaching en begeleide stage with a relative weight of 60 which comprises 60% of the final mark.

Note: Within the Practical Exam category, the following assignments need to be completed: 
Co-teaching, guided internship with a relative weight of 60 which comprises 60% of the final mark.  
Note: The evaluation of the supervised internship is done by the internship supervisor based on e.g. internship administration, lesson preparations and developed material, verbal and written feedback from the mentor, self-evaluation and conversation, etc.   

For students with an LIO status: The evaluation of the in-service internship is done by the internship supervisor or LIO supervisor based on internship administration, 2 exemplary lesson preparations from the LIO practice and developed material, feedback from the mentor and conversation, etc.

Additional info regarding evaluation

A final grade can only be calculated if a score was obtained for each category of the evaluation. Not participating in one or more categories results in the mention ‘afwezig’ (afw).
A student can only pass the course unit if at least 7/20 is obtained for each category. The final score awarded is then the grade assigned to the lowest scored category.
It is obligatory to communicate in a timely fashion (see agreements in internship guidelines). Belated communication can lead to a score 'afwezig' (afw.) for the internship.
If the grade for the practical exam is insufficient, a remedial trajectory with binding agreements is proposed in order to continue with the internship for the next course unit.
If the total score of the internship is insufficient, the student cannot pass this course unit. Retaking the practical part can only be done in the following useful session. In the case of a referral to the next session, the titular can allow the transfer of the grades of the successfully completed sections.

Allowed unsatisfactory mark

The supplementary Teaching and Examination Regulations of your faculty stipulate whether an allowed unsatisfactory mark for this programme unit is permitted.

Academic context