Download Secondary Maths PGCE: Information to support schools in planning

Secondary Maths PGCE: Information to support schools in planning subject-specific input
The Aims and Learning Outcomes of the Maths Course:
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To equip students with a comprehensive understanding of current issues and practices in the teaching of
Mathematics in the secondary school.
To enable students to meet the Teachers’ Standards (for QTS).
To nurture reflective and autonomous teachers who are able to identify strengths and areas for
development in their teaching, and to respond in a discriminating way to developments in research and
curriculum.
Seminars: broad themes
The Nature of Mathematics
The National Curriculum & Post16 Mathematics
Setting The Scene
Learning Maths
Approaches to Teaching Maths
Planning & Evaluation
Thinking Mathematically
Communicating Mathematically
Questioning
Group work
Misconceptions
Behaviour Management in the
Mathematics Classroom
Maths, Memory and the Brain
Teaching Mathematics with IT
Children’s Learning in Arithmetic
- KS1 and KS2
Pedagogy sessions covering
number, algebra, ratio &
proportion, geometry &
measures, statistics & probability.
Two key texts
Explore your currently held beliefs about mathematics and their impact on teaching and learning
To gain an overview of the intended purpose of the National Curriculum; to develop an
awareness of the content of the National Curriculum; to begin to appreciate the structure of
Mathematics in the National Curriculum.
To be able to identify the qualities of good teaching; to be able to complete and deliver good
starter activities; to understand what progression means in Mathematics
To appreciate the social, emotional and cognitive dimensions of learning and the importance of
context; to be aware that pupils are both individuals and members of groups; to realise how
teaching and learning are intertwined.
To relate various forms of classroom organisation to particular pedagogic intentions and tasks;
to identify what constitutes Mathematics teaching and the various roles within it; to engage in
the debate around the merits of different ways of teaching.
To understand that episode and lesson plans provide a framework for pupils’ learning; to
understand the importance of reflection and evaluation for pupils’ learning and for your own
professional development;
To understand what it means to think mathematically; to consider the difference between
Mathematical processes and content; to realise the importance of using a range of challenging
tasks in Mathematics teaching.
To consider the special nature of mathematical communication; to consider the ways in which
use of language in the classroom may help or hinder the learning of Mathematics; to identify the
ways in which children may be helped to communicate effectively about Mathematics.
To distinguish between open and closed questions in context; to understand that questions can
and should be prompts for mathematical thinking; to recognise that higher order mathematical
thinking can be provoked and promoted as an integral part of teaching and learning.
To recognise the benefits and disadvantages of collaborative group work; to know how to use
and assess collaborative group work; to begin to develop an understanding of how to encourage
focused discussion between pupils.
To be able to distinguish between an error and a misconception; to understand how
misconceptions arise; to be aware of some common misconceptions.
To understand the effect of positive and consistent behaviour management on learning; to
appreciate a range of positive behaviour management strategies; to begin to understand when
different behaviour management strategies can be used.
To address some questions associated with how the brain deals with learning mathematics; to
consider how memory works and some implications for the teaching and learning of
mathematics; to appreciate the conceptual nature of mathematics and the implications for
learning and teaching (including misconceptions)
To understand and discuss the contribution that IT can make to learning and teaching
Mathematics; to be able to provide an appropriate environment that will allow pupils to take
advantage of IT in Mathematics lessons.
To become familiar with approaches to teaching and learning mathematics at KS1 and KS2; to
appreciate the importance of developing number sense at an early age; to recognise the
importance of building on pupil prior attainment in KS2.
To develop curriculum knowledge; to develop pedagogic knowledge; to consider planning for
learning and teaching.
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TR, 2016
Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D. & Lee, C. (Eds) (2010). Learning to
teach mathematics in the secondary school (3rd Ed.). London: Routledge.
Chambers, P. & Timlin, R. (2013). Teaching mathematics in the secondary school (2nd
Ed.). London: SAGE.