International Perspectives on Mathematics Education
Full time Master of Philosophy (MPhil)
Part time Master in Education (MEd)
The International Perspectives on Mathematics Education route is for anyone with a professional interest in mathematics education in general and mathematics education research in particular. We particularly welcome applications from those who are interested in developing a sophisticated understanding of the issues that affect the teaching and learning of mathematics.
Aims
The course aims to develop students' understanding of a number of substantial and important themes and issues by exploiting international mathematics education research, to enable them not only to interpret mathematics education research but also undertake an appropriate project within their own national contexts. Each session will examine international research pertaining to a particular mathematics education topic, issue or problem.
Some of the issues currently under scrutiny include the following:
- Learning theories in mathematics education - psychological perspectives from behaviourism, constructivism, socio-cultural theory and situated cognition;
- Teacher knowledge - conceptualisations of the knowledge base that underpins teaching, and how this is evidenced in the classroom;
- Problem solving - the place of innovative and non-routine thinking in the mathematics curriculum;
- Comparative mathematics education - comparing and contrasting curricula, pedagogical practices, assumptions, priorities and educational outcomes in different countries and cultures;
- Proof in mathematics – what is a proof, who determines its quality and acceptability? What value is placed on proof in school mathematics and does this vary from one country to another?
- The aims and purposes of mathematics teaching - the tensions between different justifications for the place of mathematics in the primary and secondary school curriculum;
- Language in mathematics education - spoken and written forms of the mathematics register, and how these facilitate and inhibit learning;
- Affect and mathematics – the role of beliefs, values, attitudes and emotions in mathematics education;
- Assessment in mathematics education - examined at the three levels of studying, teaching and schooling;
- The role of ICTs in the teaching and learning of mathematics.
- In addition, many sessions will focus on key curriculum topics which research has highlighted as problematic. These include, for example, elementary arithmetic, algebra, geometry, probability and number theory.
Preparing for the course
As you will have noticed, the course has an explicit focus on international perspectives and normally the student cohort is drawn from around the world, including the UK, and represents a variety of mathematics education traditions. This is a particular strength of the course and something from which all participants benefit. In order to prepare for the course we ask you to reflect on the topics above and how they impact on, or are addressed in, mathematics classrooms in your country. In this respect, the following readings, which are not compulsory, should help you prepare for the many issues that will be addressed during the course.
Conducting your research project
Many of you will return to your country of origin to carry out your research project. Normally data collection will take place during April and May after the end of the taught course, but leaving sufficient time for you to analyse your data and prepare your thesis. If this is likely to be true for you then it would be helpful to you to make any initial contacts with teachers or administrators before you start the course.
You should also bear in mind that the Faculty does not have the funds to support travel and other expenses of your work, although a small amount to cover some fieldwork expenses may be available. You may also be able to apply to your college for some support.
Kaiser, G., Luna, E. and Huntley, I. (Eds) (1999). International comparisons in mathematics education. London: Falmer Press
Haggarty, L. (2002). Teaching Mathematics in Secondary Schools: A Reader. London: RoutledgeFalmer.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, New Jersey: Lawrence Erlbaum Associates