Methodology of Teaching Mathematics I
Course code
MLM7432.DT
old course code
Course title in Estonian
Matemaatika õpetamise metoodika I
Course title in English
Methodology of Teaching Mathematics I
ECTS credits
6.0
Assessment form
Examination
lecturer of 2024/2025 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
lecturer of 2025/2026 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
To provide students with an overview of the content of the mathematics course for the second and third stages of basic school and its teaching methodology. To develop in students a readiness to work as mathematics teachers in the second and third school stages.
Brief description of the course
The objectives of mathematics education in the second and third school stages. The learning outcomes and curriculum of mathematics education in the second and third school stages. Mathematical competence and its development. Three mathematical processes: formulation, solving, and interpretation. Teaching natural
numbers. Number sense and its development. The Number Talks methodology. The concept of the common fraction, its five meanings, and teaching methodology.
Teaching percentages. Teaching decimals. Additive and multiplicative reasoning. The trajectory of developing proportional reasoning. Students' solution strategies
in proportional reasoning tasks. The concept of the negative number and operations with rational numbers. Five big ideas in algebra teaching. Equations in school
mathematics. Transformations with integer and fractional expressions, linear and quadratic equations, and their systems. The propaedeutic course of a function, direct and inverse proportion, linear and quadratic functions. Text problems and their teaching methodology. Objectives of geometry teaching, propaedeutic and
systematic geometry course. Developing the concepts of area and volume. Observing mathematical concepts and relationships on four different levels: numerical, verbal, algebraic, visual. Mental calculation and different strategies. During the course, the student solves problems from the basic school mathematics curriculum and designs methodological tasks, which are discussed and analyzed under the guidance of the lecturer and in collaboration with peers.
numbers. Number sense and its development. The Number Talks methodology. The concept of the common fraction, its five meanings, and teaching methodology.
Teaching percentages. Teaching decimals. Additive and multiplicative reasoning. The trajectory of developing proportional reasoning. Students' solution strategies
in proportional reasoning tasks. The concept of the negative number and operations with rational numbers. Five big ideas in algebra teaching. Equations in school
mathematics. Transformations with integer and fractional expressions, linear and quadratic equations, and their systems. The propaedeutic course of a function, direct and inverse proportion, linear and quadratic functions. Text problems and their teaching methodology. Objectives of geometry teaching, propaedeutic and
systematic geometry course. Developing the concepts of area and volume. Observing mathematical concepts and relationships on four different levels: numerical, verbal, algebraic, visual. Mental calculation and different strategies. During the course, the student solves problems from the basic school mathematics curriculum and designs methodological tasks, which are discussed and analyzed under the guidance of the lecturer and in collaboration with peers.
Learning outcomes in the course
Upon completing the course the student:
- is familiar with the structure of the basic school mathematics curriculum;
- knows the methodology of teaching mathematical concepts included in the basic school mathematics curriculum;
- can compare the methodological approaches of different parallel textbooks;
- can justify the truth of the relationships and properties included in the basic school mathematics curriculum;
- can solve mathematics problems found in basic school textbooks;
- has acquired initial skills and experiences for planning basic school mathematics education, planning a subject lesson, and implementing a part of it.
- is familiar with the structure of the basic school mathematics curriculum;
- knows the methodology of teaching mathematical concepts included in the basic school mathematics curriculum;
- can compare the methodological approaches of different parallel textbooks;
- can justify the truth of the relationships and properties included in the basic school mathematics curriculum;
- can solve mathematics problems found in basic school textbooks;
- has acquired initial skills and experiences for planning basic school mathematics education, planning a subject lesson, and implementing a part of it.
Teacher
Jüri Kurvits
Study programmes containing that course