| Course Unit Title | NEW TRENDS IN MATHEMATICS EDUCATION |
| Course Unit Code | ESPLE714 |
| Course Unit Details | MEd Curriculum Development and Instruction (Specialization Electives) - MA Educational Sciences: Dynamic Learning Environments (Specialization Electives) - |
| Number of ECTS credits allocated | 10 |
| | Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Describe the development of mathematical thinking in respect to the theories of cognitive development.
- Explain the concept and the theoretical background of “cognitive technology” in the teaching of mathematics.
- Enhance their skills of designing and implementing mathematics lessons by using technology as a useful teaching tool.
- Design and implement mathematics lessons that integrate mathematical models in order to understand the conceptual change in respect to different mathematical concepts.
- Evaluate the research on the relation of language with mathematics and the multiple representation flexibility in relation to problem solving and the use of different representations at the learning and teaching of mathematics.
- Adopt a critical stance over mathematics education curricula proposed from time to time by relating it to contemporary research trends.
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| Mode of Delivery | Face-to-face |
| Prerequisites | NONE | Co-requisites | NONE |
| Recommended optional program components | NONE |
| Course Contents |
- The development of mathematical thinking: arithmetic, geometrical, analogical.
- “Cognitive technology”. The theoretical background and its implementation.
- The use of the internet as a tool for teachers and students. The benefits and the limitations. Software packages for teaching different mathematical concepts.
- The conceptual understanding. Conceptual and procedural knowledge. Conceptual change and the teaching of mathematics.
- Language and mathematics. The use of symbols. Formalistic and experimental perspective.
- Multiple representation flexibility, problem solving and different types of representations.
- Teachers’ beliefs and self-efficacy beliefs on the use of technology in mathematics education. Training programmes.
- Principles of Mathematics Curriculum Design. Critical review of the New Curriculum in Mathematics for the Cyprus educational system. Comparing international mathematics education standards and mathematics teaching standards in respect to the New Curriculum
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| Recommended and/or required reading: |
| Textbooks | - Βοσνιάδου, Σ. (2006). Σχεδιάζοντας περιβάλλοντα μάθησης υποστηριζόμενα από τις σύγχρονες τεχνολογίες. Gutenberg.
- Κυνηγός, Χρ. (2007). Το μάθημα της διερεύνησης: παιδαγωγική αξιοποίηση των ψηφιακών τεχνολογικών για τη διδακτική των μαθηματικών. Ελληνικά Γράμματα.
- Sriraman, B. & English, L. (2009). Theories of Mathematics Education: Seeking news frontiers. Advances in Mathematics Education. Springer.
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| References | - Ministry of Education and Culture (2010). Νέο Αναλυτικό Πρόγραμμα για τα Μαθηματικά. Nicosia: Ministry of Education and Culture.
- Βοσνιάδου, Σ. (2006). Σχεδιάζοντας περιβάλλοντα μάθησης υποστηριζόμενα από τις σύγχρονες τεχνολογίες. Gutenberg.
- Γαγάτση, Α. & Ηλία, Ι. (2003). Οι αναπαραστάσεις και τα γεωμετρικά μοντέλα στη μάθηση των μαθηματικών. Λευκωσία.
- Boaker, J. (2000). Multiple perspectives on mathematics teaching and learning. London: Ablex.
- Ernest, P., Greer, B. & Sriraman, B. (2009). Critical issues in mathematics education. Montana Mathematics Enthusiast.
- Hoyles, C., Morgan, C. & Woodhouse (1999). Rethinking the mathematics curriculum. Falmer Press.
- Hoyles, C. & Lagrange, J. (2009). Mathematics Education and Technology. Rethinking the Terrain: the 17th ICMI Study. Springer.
- Sarama, J. & Clements, D. (2010). Early childhood mathematics, Education Research: Learning Trajectories for young children. Routledge.
- Schwartz, S. (2005). Teaching young children mathematics. London: Praeger.
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| Planned learning activities and teaching methods | The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. |
| Assessment methods and criteria | | Assignments | 50% | | Final Exam | 50% |
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| Language of instruction | Greek |
| Work placement(s) | NO |
