School of Education University of the West Indies,

St. Augustine
B.Ed. (General) In-service Programme

Course Title: Trends and Issues in Mathematics Education Course Code:

EDMA 3902

No. of Credits: 3
Level: 3
Year in which the course will be offered: 2022-2023

Duration of Course: 1 semester

Semester in which to be offered: Semester 2 (January to April)

Course Rationale: The general literature and research on mathematics

education worldwide draw attention to issues of gender, ethnicity, teacher
preparation, educational environment, and resources as factors that are foremost
in contributing to students’ success or failure with mathematics. Additionally, in
Trinidad and Tobago, there is a history of mathematics teaching that is textbook
driven and chalkboard bound. This course is designed to facilitate reflective
inquiry and an analytic approach to examining theory, practice, and research in
mathematics education. Through this exploration it is expected that participants
will be able to apply critical and creative decision making in matters that directly
impact on enhancing the delivery of the mathematics curriculum in their own
situation.

Course Description: This course will provide participants with the opportunity to
analyze the status of mathematics teaching. Literature on evolving trends in the
teaching/learning of mathematics, resources for teaching mathematics and
assessment in mathematics as well as topical issues will be reviewed and
discussed. The course will be facilitated through a blended mode of delivery
consisting of lectures, discussions, wikis, blogs, research projects (individual and
small group), scenarios and presentations. Participants will also be required to
keep a reflective journal. Assessment for the course will comprise a variety of in-
course assignments such as: reflective pieces, journal/article reviews, projects
and presentations.

Prerequisite: None

Purpose of the Course: This course is a Level 3 course in the B.Ed. (Primary)
programme. Since all primary school teachers are required to teach
mathematics, this course will expose participants to the issues and challenges
associated with teaching mathematics. The prospective primary school teacher
will be engaged in critical exploration of what constitutes mathematics teaching;
factors that contribute to the existing scenario; and emerging trends and their
applications to the local situation. Participants will be able to draw on this

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exploration to guide and assist them in planning and delivering the mathematics
curriculum.

Instructors: Mr. Shirdi Ali & Dr. Vivian Alexander

Course Content:

Topics

Goals of the Mathematics curriculum (personal beliefs, historical and current

perspectives, international and local trends)
Integrated thematic curriculum approaches
How students learn Mathematics (personal beliefs, historical and current
perspectives)

Methods of teaching Mathematics (historical and current perspectives) Student

performance in Mathematics (historical and current perspectives) Resources for
teaching Mathematics (historical and current perspectives)

Technology use in Mathematics

Assessment in Mathematics (historical and current perspectives) The culture(s)
of Mathematics classrooms

Aim/Goal: The aim of this course is to equip the prospective teacher of

mathematics with the knowledge necessary to draw on a variety of
methods for teaching and assessing mathematics that will cater for
enhanced engagement in the delivery of the mathematics curriculum.
Additionally, it is expected that the teacher of mathematics will develop a
desire to keep abreast of, and implement, evolving pedagogical strategies
that will improve their practice.

Learning Outcomes:

By the end of this course participants will be able to:

 Describe the trends in the history of mathematics education in Trinidad and

Tobago
 Identify their experiences as students of mathematics in relation to the history
of mathematics education in Trinidad and Tobago
 Articulate their beliefs about the nature of mathematics; about what it means
to teach/learn mathematics; and about the goals of mathematics education
 Appreciate an integrated thematic approach to teaching Mathematics
 Relate the way students learn Mathematics to theories of learning
 Identify the advantages and challenges of different methods of teaching
Mathematics in particular problem solving approaches

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 Assess different types of resources (e.g. manipulatives, teacher
demonstration material, technological tools, etc.) for teaching mathematics,
identifying the advantages and challenges of using each
 Evaluate the advantages and challenges of traditional vs. non traditional
methods of assessment in mathematics 
 Assess the feasibility of, and make recommendations for employing, different
methods of teaching and assessing mathematics in the local school system.
Discussions on National tests.
 Analyze the impact of issues such as mathematics anxiety and cultural biases
in Mathematics classrooms.

Teaching/Learning Strategies:
The following teaching strategies will be used in this course:

Lectures (face to face and online) Discussion (whole class and online)
Demonstrations
Research projects and presentations

Technology Requirements

Has reliable Internet access

Is comfortable using online tools Has own laptop/desktop/tablet

Assessment:
The assessment for this course comprises 100% coursework (in-course)
assessment. The assessment methods are:

1. Journal on “Learning and Teaching Mathematics” – 20% (due at end of 5th

week) The Journal will include:

What is mathematical thinking? (2 marks)

Reflection on how you would/do teach Mathematics in your school/ or one familiar
to you and what do you think are the challenges in teaching Mathematics in Primary
school (coming out of the Covid-19 pandemic) (8 marks)
Discuss current trends and issues in mathematics education and describe how these
issues can guide your practice in the development of mathematical thinking skills in
your class (8 marks)

Technical requirements (APA, reference list) must be observed. (2 marks)

Can take the form of a virtual blog or vlog or podcast.

Should not exceed 600 words.

This can be presented as a journal or an online blog format. You must upload on
MyElearning and e-mail directly to Tutors.

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2. Enhancing Problem-Solving Skills and Computational Thinking in your

Mathematics classroom -30% (Due at end of 10th week – 26th March 2023)

Required components:

A) Introduction to Problem Solving and Computational thinking (5 marks)

B) Analyze the need for improving Problem Solving and Computational Thinking
competence in your school while examining current literature (10 marks)
C) Discuss worthwhile strategies for how Problem Solving and Computational Thinking
can be enhanced in your classroom. Include examples as needed. (12 marks)
D) Observation of technical requirements (APA conventions, e.g. reference list, double
space, justified, page numbers, word limit-1200 words) (3 marks)
This must be a formal written report and uploaded onto My Elearning. (if not on
myelearning then e-mail directly to lecturers)

3. Group projects and presentations–50% (due on 12 th week)

Students will be asked to design a professional development workshop, for which

they will be the facilitators, for staff at a selected primary school. They can
choose from among the following topics for their workshop:

1. Promoting a games-based learning approach to teaching STEM (Science

Technology, Engineering and Mathematics) at your school.

2. Identify a mathematical problem at a school and provide a solution to combat

the issue using a games based approach.

Written component 25%

Rationale for the workshop (3 marks) including school context

Learning objectives for the workshop (3 marks)
Material for the workshop (content notes or power point presentation, resources
such as activities, handouts, websites, suggested readings etc.) (10 marks)
Selection of delivery strategies for the workshop (7 marks)
Observation of technical requirements (APA conventions e.g. reference list, double
space, justified, page numbers) (2 marks)

Written component 25%- Verbal presentation 20% and peer evaluation 5%

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Groups will orally present their workshop proposal and demonstrate selected game-
based Math activities for emphasis

Group Oral Presentation Rubric -EDMA3902

Assignment 3     (25%)                
Group number:
StudentNames: ______________________________________________
________________________________
Title of presentation:
4 3 2 0-1
The speaker The speaker The speaker The speaker
provides a focuses includes says
variety of primarily on some practically
types of relevant irrelevant nothing. The
content content. The content. The speaker
appropriate for speaker speaker focuses
the task, such sticks to the wanders off primarily on
as topic. The the topic. The irrelevant
generalization speaker speaker uses content. The
s, details, adapts the words and speaker
examples and content in a concepts appears to
Content
various forms general way which are ignore the
of evidence. to the listener inappropriate listener and
The speaker and the for the the situation.
adapts the situation. knowledge
content in a and
specific way to experiences
the listener of the listener
and situation. (e.g., slang,
jargon,
technical
language).
Delivery The team The team The team No evidence
speaks speaks does not of team.
cohesively cohesively speak The volume
instead of one instead of cohesively. is so low and
person. The one person instead one the rate is so
speaker The volume person fast that you
delivers the is not too low dominates. cannot
message in a or too loud The volume understand

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 confident, and the rate is too low or most of the
poised, is not too fast too loud and message.
enthusiastic or too slow. the rate is too The
fashion. The The fast or too pronunciatio
volume and pronunciation slow. The n and
rate varies to and pronunciation enunciation
add emphasis enunciation and are very
and interest. are clear. enunciation unclear. The
Pronunciation The speaker are unclear. speaker
and exhibits few The speaker appears
enunciation disfluencies, exhibits many uninterested.
are very clear. such as disfluencies,
The speaker "ahs," such as
exhibits very "uhms," or "ahs,"
few "you knows. "uhms," or
disfluencies, "you knows."
such as "ahs," The listener
"uhms," or is distracted
"you knows." by problems
in the
delivery of
the message
and has
difficulty
understandin
g the words
in the
message.
Organizatio The message The message The The
n is overtly is organized. organization message is
organized. The The listener of the so
speaker helps has no message is disorganized
the listener difficulty mixed up and you cannot
understand the understandin random. The understand
sequence and g the listener must most of the
relationships sequence make some message.
of ideas by and assumptions
using relationships about the
organizational among the sequence
aids such as ideas in the and
announcing message. relationship
the topic, The ideas in of ideas. No
previewing the the message justification
organization, can outlined provided for
emphasizing easily. strategies or

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 the workshop Justifications choices.
rationale and for choices
strategies, may be
using weak.
transitions,
and
summarizing.
Very original Some Little or no Repetitive
presentation of originality variation; with little or
material; apparent; material no variety;
captures the good variety presented insufficient
Creativity audience’s and blending with little use of
attention. of materials / originality or materials /
media.but interpretation. media.
more talk
than show.
Length of Utilises given Within one Within 2 Too long or
Presentatio time efficiently minute of minutes of too short
n allotted time. allotted time.

Name of assessor:

Course Evaluation: Formative:

The course will be evaluated formatively through analysis of feedback from

students on their learning experiences.

Summative:
In addition to the informal evaluation as the course progresses, a summative
evaluation will be conducted at the end of the course using questionnaires.

Course Schedule

Week 1 Math, Mathematical Thinking SA – Face to

Jan 18 Face
Week 2 Learning and Teaching VA - Online

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Jan 25 mathematics
(give students Assignment 1 task)
Week 3 STEM in the primary classroom SA – Face to
Feb 1 Face
Week 4 Student performance in VA - Online
Feb 8 Mathematics
Week 5 Learning theories SA– Face to Face
Feb 15
Assignment 1 (at end of 5th week) 19/02/23 11:55pm
Week 6 Integrated Primary Curriculum VA +SA
Feb 22 (Online
asynchronous)

Week 7 Problem Solving & Computational SA & VA- Face

Mar 1 Thinking to Face
(give students Assignment 2 task)
Week 8 Assessment in Mathematics VA + Guest
Mar 8 (Face to Face
Week 9 Games & Technology in the SA + Guest
Mar 15 classroom Online
Week 10 Group Work on Assignment 3 Students meet
Mar 22 online or F2F to
work on grp
assgt
Assignment 2 (at end of 10th week) 26/03/23 11:55pm
Week 11 Math anxiety SA +VA (Online
Mar 29 (asynchronous)
Week 12 Assignment 3 (Group VA + SA (Face
Apr 5 Presentations) to face)

Resources:

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There is no recommended text for the course. Appropriate reading from relevant
texts, websites and journal articles will be recommended based on the topic and
evolving issues. Students are required to have mathematical instruments
(geometry pans, calculators, rulers etc).

Readings:

Engaging Minds In Science And Math Classrooms: The Surprising Power Of Joy
2014. ASCD.
Eric Brunsell, Michelle A. Fleming, Michael F. Opitz, Michael P. Ford
Concept-Rich Mathematics Instruction: Building A Strong Foundation For Reasoning
And Problem Solving
2006. ASCD.
Meir Ben-Hur
Learning To Love Math: Teaching Strategies That Change Student Attitudes And Get
Results
2010. ASCD.
Judy Willis, M.D.
The Essentials Of Mathematics K-6: Effective Curriculum, Instruction, And
Assessment (Priorities In Practice Series)
2006. ASCD.
Kathy Checkley
Brain-Based Teaching In The Digital Age
2010. ASCD.
Marilee Sprenger
How To Assess Higher-Order Thinking Skills In Your Classroom
2010. ASCD.
Susan M. Brookhart

Contact Person: Mr. Shirdi Ali

(shirdi.ali@sta.uwi.edu, cell - 773-1017)

Contact Person: Dr. Vivian Alexander

(Vivian.alexander@sta.uwi.edu)