This module integrates research in mathematics education and pedagogy. The purpose is to develop a deep knowledge and understanding among participants of current research in mathematics education and how this will impact on their teaching of post-primary mathematics. It also aims to develop participants' pedagogical content knowledge, with particular attention devoted to specific teaching methodologies relevant to each strand in the post-primary mathematics syllabus.

The syllabus includes: active learning methodologies in post-primary mathematics, teaching for interest through active learning; mathematical modelling and applications; real world approach to teaching mathematics; problem-solving and mathematical thinking; questioning skills to assess understanding levels; assessing mathematics learning; language and mathematics teaching; differentiated learning, literacy and numeracy; ICT as a tool in the mathematics classroom; numeracy across the curriculum; computational thinking; critical reflection and analysis of mathematics teaching; major curriculum reforms and policies; the affective domain and mathematics teaching; developing effective schemes of work and lesson plans. The use of a range of teaching methodologies (as discussed above) to cater for a variety of learners is enforced by exposing participants to these strategies for specific content areas (addressed below). The use of ICT (in particular GeoGebra) is inbuilt in the content as well as assessment strategies. This aspect of the pedagogy modules will also look at specific instruction on critical issues regarding teaching methodologies as informed by the research. These include: Statistics and Probability - Use of real-life Irish data (e.g. Census At Schools), collecting and analysing data (e.g. surveys), use of appropriate technology (e.g. Excel, SPSS). Trigonometry and Geometry - Geometry and spatial awareness, the five Van Hiele levels of geometry understanding. Number - Its origin, modern concept of number, number systems etc. (History of number), patterns. Algebra - Models of algebraic activity, Function or pattern-based approach to algebra. Functions - using real life examples to explain and represent functions, incorporate the history of mathematics (e.g. the history of calculus).

On successful completion of this module, students will be able to: 1. Demonstrate understanding of research-based principles for teaching and learning of mathematics. 2. Transform mathematics subject content knowledge and pedagogical content knowledge into effective plans for teaching and assessment of students. 3. Plan units of work that link related learning outcomes and create a cohesive series of lessons. 4. Demonstrate an understanding of the role of problem-solving in making connections between learning outcomes. 5. Critically engage with current issues and national policies related to mathematics education.

On successful completion of this module, students will be able to: 1. Demonstrate productive beliefs and dispositions towards the teaching and learning of mathematics. 2. Appreciate the importance of research-led mathematics classrooms and the role of the mathematics teacher in fostering a positive attitude to mathematics among their students.

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Blended learning approach: workshops and summer institute delivered face-to-face and/or online Based on the course team's published research on designing blended professional development programmes for out-of-field teachers of mathematics. Develops knowledgeable graduates with high levels of mathematical competence needed for Teaching Council recognition as a fully-qualified teacher of post-primary mathematics.