ED3SS1-Subject Specialism 3: Mathematics- Inclusion, diversity and intervention

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Mr James Davies
Email: james.davies@reading.ac.uk

Type of module:

Summary module description:

This module will focus on inclusion issues faced within mathematics education. It will seek to define the nature of inclusion, how groups are defined and models of intervention programmes in primary schools. National intervention programme such as Every Child Counts will be drawn upon to explore the impact of intervention programmes at a national level and how this translates to a local level. They will explore the use of a range of technology to support mathematics teaching and learning, critically evaluating its strengths and disadvantages.

Aims:

• To gain an understanding of inclusion and diversity as related to mathematics teaching and learning, and explore related implications for practice.


• To become familiar with common intervention programmes utilised in primary schools.


• To discriminate between different models of intervention, identifying the most appropriate for different needs and justifying choice.


• To build confidence in the use of technology to enhance mathematics teaching and learningÌý

Assessable learning outcomes:

On successful completion of the module, students will be able to:

• Appraise models of intervention, drawing upon research literature


• Identify potentially underperforming groups and individuals


• Critically evaluate and explain policy and practice for meeting diverse needs in the mathematics lesson


• Identify when, and when not, to use different forms of technology to support mathematics Ìýteaching and learning


• Use a range of technology and associated software to generate effective mathematics teaching and learning activities
  
  

Additional outcomes:

Through working with peers to develop understanding of inclusion, the role of data and intervention, students will gain the confidence to lead this aspect of mathematics in the future. Through exploring forms of technology, they will be able to articulate its benefits to mathematics teaching and learning.

Outline content:

• Mathematics teaching and learning for dyslexic and dyscalculic childrenÌý


• Gender and mathematics anxiety


• Mathematically higher attaining children


• Models of Intervention: ECC, Numeracy Recovery programmes and Numicon


• Identifying underperforming groups


• Forms of technology that can enhance mathematics teaching and learning

Brief description of teaching and learning methods:

This module will be delivered in interactive sessions, which include lecturing, discussion and practical activities and blended learning, provided through Blackboard. Sessions will require some pre-reading, and students should be prepared to contribute their views and work collaboratively in order to make presentations.Ìý

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		6	20
Guided independent study:			174
Ìý	Ìý	Ìý	Ìý
Total hours by term		6	194
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:

Written Assignment 2,500 words

Formative assessment methods:

Formative assessment will be made through on-going observation of the students’ engagement with and contribution to sessions.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
A mark of 40% in the above assignment.

Reassessment arrangements:
Resubmission of a comparable assignment during the summer resit period.

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 22 September 2022