MTM 3101
COURSE NAME: CURRICULUM THEORY AND CONTEMPORARY ISSUES IN MATHEMATICS EDUCATION.
COURSE CODE MTM 3101
CREDIT UNITS: 2 CU (30 CH)
SEMESTER WHEN OFFERED: Second semester of Year one
VENUE: Physics Laboratory, School of Education
Course Description:
This course equips prospective teachers with the knowledge of historical development of mathematics education in the world and in Uganda in particular. It prepares them to participate in of the curriculum development and change. It equips prospective teachers with leadership and management skills for management of mathematics departments. Introduce teachers to classroom research techniques.
Course objectives
By the end of the course, students should be able to:
1. Describe the historical development of mathematics education.
2. Define and differentiate different types of curricula.
3. Initiate and participate in curriculum development, change and evaluation.
4. Manage and head a mathematics department.
5. Demonstrate awareness of the role of ‘others’ in the community in mathematics education.
6. Conduct classroom research.
Course Content
14 General History of Mathematics education in Africa and elsewhere
15 History of Mathematics Education in East Africa (Uganda)
16 Types of Curricula: Intended, Implemented, Attained, Differentiated etc
17 Review of Mathematics Curricula and syllabi at primary, and secondary levels
18 Factors that affect curriculum change
19 Teacher as agent of curriculum change
20 Curriculum development models
21 Curriculum evaluation
22 Professional development of the mathematics teachers
23 The role of the head of department of mathematics
24 The role of others involved in mathematics education: (UNEB, MoES, NCDC, DES, NCHE, UNCST, AAS, parents and stakeholders)
25 Teacher as researcher: Action research
MODE OF DELIVERY, EVALUATION AND ASSESSMENT
(a) Mode of Delivery:
This will be through Lectures, Demonstrations and Project Work. The general delivery of the content should be practical and participatory. The lecturer should ensure use of relevant school mathematics examples and involve teachers.
(b) Evaluation system:
Two written assignments = 15%
Test = 15%
Course work = 30%
Written examinations = 70%
READING LIST
1. Bishop, A. J., Clements, K., Keitel, C., Kilpatrick, J., & Laborde, C. (Eds).
(1996). International handbook of mathematics education, Part 1. Dordretcht: Kluwer Academic Publishers.
2. Bishop, A. J., Clements, K., Keitel, C., Kilpatrick, J., & Laborde, C. (Eds).
(1996). International handbook of mathematics education, Part 2. Dordretcht: Kluwer Academic Publishers
3. Cockcroft, W. H. (1982). Mathematics counts. London: HMSO.
4. Mathematical Association, (1988). Managing mathematics: A handbook
for the head of department. Cheltenham: Author.
5. School Mathematics Text books
6. UNEB (2005). Regulations and Syllabus for Uganda Certificate of
Education