Module manager: Dr Innocent Tasara
Email: I.Tasara@leeds.ac.uk
Taught: Semester 1 (Sep to Jan), Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
GCSE in mathematics or equivalent
This module is approved as a discovery module
The overall aim is to reflect on how we learn mathematics, what and whom we learn mathematics with, and how this learning might be assessed. Mathematical tasks will be woven into the sessions. The mathematical content of these tasks will not go beyond A-level mathematics, but they will be non-routine tasks aimed at getting you to think about the learning of mathematics. Students' experiences will be used as a background to critically examine learning, tool use and assessment issues.
The module will enable you to:
- articulate some learning theories which have had an influence in mathematics education.
- explain some of the societal pressures within mathematics education.
- distinguish different methods of assessment in mathematics and be able to articulate their advantages and disadvantages.
- discuss how tools influence the learning and understanding of mathematics.
- relate ideas raised to own experiences of learning mathematics.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1- Explain the range of factors that influence institutional mathematics.
2- Analyse the different aspects of mathematical activity and identify the cultural and societal influences on mathematical activity.
3- Discuss the theories of how mathematics is learned and examine how these theories have influenced institutional mathematics.
4- Evaluate the role of tools and assessment in mathematical activity.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1- Critical thinking – examine different arguments and perspectives from various mathematics education literature, and use supporting evidence to form opinions, ideas and arguments.
2- Argumentation - search for, evaluate and use appropriate and relevant literature, e.g. peer-reviewed journal articles, to help strengthen the quality of their academic writing.
3- Reflective writing – reflect upon theory and practice in mathematics education, and how they relate to personal experience, e.g. reflecting on mathematical tasks or activity and demonstrating knowledge and understanding in reflective writing.
4- Academic writing - communicate effectively in written form to articulate an argument, supported by relevant evidence and adhering to academic convention.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 11 | 1 | 11 |
| Seminar | 2 | 2 | 4 |
| Private study hours | 85 | ||
| Total Contact hours | 15 | ||
| Total hours (100hr per 10 credits) | 100 | ||
A formal formative assessment opportunity will be provided for each summative assessment task, which is specifically pedagogically aligned to that task. As part of this, each student will receive feedback designed to support the development of knowledge and skills that will be later assessed in the summative task.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | . | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 08/05/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team