School of Social Sciences, Business and Law
UCAPD Teaching Maths (Numeracy)
in Education and Training
Module Title:
Theories and Frameworks in Numeracy
EDU2159-N
LEVEL 5
CREDITS: 20
ACADEMIC YEAR 2015/16
Please ensure that you complete this module at the correct level:
This module is completed at Level 5 for the Certificate in Educations and the Professional
Graduate Certificate in Education.
Module Aims
This module aims to develop an understanding of theories and principles relating to numeracy and
mathematics learning and development. Trainees will investigate personal, historic, cultural and
political factors on the development and progression of numeracy and mathematics learners. This
module also aims to encourage critical analysis of activities, processes and stages within
numeracy and mathematics problems and investigations, through which, trainees should identify
common errors and misconceptions in numeracy and mathematics. Furthermore, this module
aims to give trainees the skills to critically analyse data representation and use of measurement
systems within problem solving.
Indicative Content
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Theories and principles relating to numeracy and mathematics learning and development.
Personal, social, economical and political factors on the development and progression of
numeracy and mathematics learners.
Historic and cultural development of numeracy and mathematics.
Language and concepts associated with number systems.
Common errors and misconceptions in numeracy and mathematics.
Techniques used in numeracy and mathematics for conceptual linkages.
Activities, processes and stages within numeracy and mathematics problems and
investigations.
Written, mental and diagrammatic mathematical strategies, and associated meta-language.
Use, interpretation and representation of data.
Use of measurement systems within problem solving.
The role and perceptions of numeracy and mathematics within society.
Teaching and Learning
This module will draw on a range of learning and teaching approaches appropriate to the nature of
the cohort profile and the individual needs of the trainees. Throughout all taught and tutor led
sessions a range of good practice in learning and teaching will be modelled, discussed and
evaluated. This will draw upon best and new practice from a range of sectors and settings
including compulsory education, FE, training organisations and HE.
As with all other modules on the programme this module will not be delivered as a discreet unit
rather it will be explicitly linked at all times to the practical modules that trainees will be completing
concurrently. It is expected that the theoretical taught content of this module will be delivered in
ways that demonstrates a range of practical delivery methods. Experiences and knowledge gained
through this module may impact the reflection and tracked development evident in the Individual
Learning Plan.
Trainee progress will also be supported through:
 seminars focusing on an evaluation specific strategies, experiences and scenarios
 a range of reflective activities (written, oral, individual and group)
 lectures and, where applicable, guest lectures from specialists
 interactive workshops that model a range of learning and teaching strategies
 VLE access, resources and moderated discussion
 formative and summative written and oral assessment; formative assessment will not be
restricted to assignments highlighted
Main Learning Outcomes
Knowledge & Understanding
1. Demonstrate a comprehensive understanding of personal, historic, cultural and political factors
on the development and progression of numeracy and mathematics learners.
2. Critically analyse theories and principles relating to numeracy and mathematics learning
and development.
3. Apply an understanding of number; measures, shape and space; and handling data to the
teaching of numeracy and mathematics.
Cognitive & Intellectual Skills
4. Critically evaluate common errors and misconceptions in numeracy and mathematics.
5. Analyse the role and perceptions of numeracy and mathematics within society.
6. Analyse the use, interpretation and representation of data representation and use of
measurement systems within problem solving.
Practical & Professional Skills
7. Demonstrate the ability to make links between numeracy and mathematics learning and
development within the broader context of education and teaching.
8. Apply theoretical knowledge and understanding of numeracy and mathematics development to
the development and selection of appropriate learning and teaching strategies
Key Transferable Skills
9. Reflect systematically on the impact of external factors on the development of numeracy and
mathematics skills.
10. Select and use a range of communication methods appropriate for the context.
Attendance
Students are expected to attend all lectures, seminars, workshops and any other scheduled
teaching activity. It is through interpersonal exchanges with tutors and peers that experiential
learning and the testing of ideas takes place and the University has strong evidence that good
attendance is related to success in assessments. Attendance will be monitored and if there is
evidence that you are not engaging with University studies then you may be withdrawn from the
programme.
Assessment
Please see the assessment guide for detail.
Summative Assessment
ICA 40% of module marks (evaluative account)
ECA 60% of module mark (report)
Assessment Criteria
Standard Teesside University UG Level 5 will be used.
Assessment Submission
See timetable for hand-in dates and details.
Late submission will result in only a pass grade of 40% being awarded.
Academic Support and Guidance
Formal individual tutorials are built into the module delivery. These tutorials will focus explicilty on
trainees progress in the academic aspects of the programme with specific reference to the
development of appropriate academic writing skills and practices. In addition further tutorial
support will be available as needed at times that are arranged between the tutor and the trainee.
On-going support will be provided to the students via email correspondence with the module tutor
and/or personal tutor and by the provision of supporting materials available via the VLE.
Reading List
Purchase
Griffiths, G. and Stone, R. (2013) Teaching Adult Numeracy, Principles and Practice, Maidenhead:
Open University Press
Essential
Barton, D. and Tusting, K. (2005) Beyond Communities of Practice: Language, Power and Social
Context, Cambridge: Cambridge University Press
Bynner, J. and Parsons, S. (2006) New Light on Literacy and Numeracy, London: NRDC [online]
http://www.nrdc.org.uk/publications_details.asp?ID=78
Casey, H. National Research and Development Centre for Adult Literacy and Numeracy, (2007)
Getting the practical teaching element right: A guide for literacy, numeracy and ESOL teacher
educators [online] http://eprints.ioe.ac.uk/2191/
Tett, L., Hamilton, M. and Hillier, Y. (2006) Adult Literacy, Numeracy and Language: Policy,
Practice and Research, Maidenhead: Open University Press
Recommended
Lawton, T. and Turnbull, T. (2007) Inclusive learning approaches for literacy, language, numeracy
and ICT, London: Lifelong Learning UK, [online]
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publicatio
ns/eOrderingDownload/LLUK-00680-2007.pdf
Coben, D. and National Research and Development Centre for Adult Literacy and Numeracy
(2007) Effective Teaching and Learning: Numeracy, [online]
http://www.nrdc.org.uk/publications_details.asp?ID=85
Journals
Adult Learning (Washington, D.C.)
Electronic
NRDC: National Research and Development Centre for Adult Literacy and Numeracy
http://www.nrdc.org.uk/
The Excellence Gateway http://www.excellencegateway.org.uk/
Skills for Life Network: http://www.skillsforlifenetwork.com/
NIACE : The National Institute of Adult Continuing Education http://www.niace.org.uk/
Regulations and Procedures
Naturally within the University there are a number of regulations which you may need to refer to as
you progress through this module and the University generally. The University has placed these
regulations on the University Website at:
http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations