Mathematics is an important part of our culture, both as a science and as a tool used within various social disciplines and other branches of knowledge. Mathematics also plays a vital role in many forms of creative activity. Consequently, mathematics is a fundamental subject in primary and lower secondary schools, and in the General Teacher Education programme. Through studying mathematics, the students will encounter the subject in many different contexts. Particular emphasis will be placed on the main areas of mathematics, the nature of the subject and how children learn mathematics.
Mathematics 2 is divided into various target areas:
• Course 1 covers the target area theory offunctions.
• Course 2 covers the topics of statistics and calculus of probability.
• The target area of didactics is integrated into both courses.
The two courses are each worth 15 ECTS, providing a total of 30 ECTS. The target areas are described in detail in the national curriculum
for the General Teacher Education of 1999, which is to be followed up with subsequent amendments.
The theory of functions, calculus of probability, statistics and didactics are taught in tandem throughout the academic year, thus covering the content of Mathematics 2. The didactic component will be integrated into the subject material wherever this seems appropriate.
In Course 1, the primary topics are the concept of functions and how it may be presented as a natural consequence, thereby contributing to the formulation and solution of practical problems. We will examine the basic characteristics of polynomial functions, rational functions, exponential functions, logarithmic functions and trigonometric functions. We will study derivation and some derivation techniques, and as an extension of this topic, we will also discuss the following: limiting values (convergence) and continuity; L’Hopital’s rule; geometric and arithmetic progressions will be specifically mentioned; the concept of integration and basic integration methods; elementary theory of functions with two real variables; and simple differential equations.
We will attempt to point out aspects of those theories and representations which have particular significance for the development of a solid understanding of the concept of functions.
The theme of the didactic assignment in Course 1 is pupils who have difficulty with mathematics and gifted pupils.
In Course 2, the main subject topics are as follows: fundamental statistical concepts such as expectation, variance and standard deviation; analysis of data through tables and graphic representations; interpretation and consequences of the probability concept; probability models and their application to model-building and problem solving; combinatoric selection methods and principles; interpretation and application of stochastic variables; the common probability distributions (binomic, hypergeometric, normal and Poisson); the guiding principles in hypothesis testing and application to practical problems; and basic theory of correlation and regression.
The topic for the subject-didactics assignment in Course 2 is the Internet and communications technology in teaching mathematics.
The modelling aspects of mathematical activities occur naturally in both courses. The computer programmes that are used are also considered to be part of the subject matter. This is particularly relevant for Word, with its mathematical-formula editor, Excel spreadsheets (Module 2) and the graph-plotting program Winplot (module 1).
In accordance with the national curriculum for the General Teacher Education of 1999, Mathematics 1 (30 ECTS) is compulsory for all general teacher students and builds on the compulsory course in mathematics in the first year of upper secondary school. Further study programmes Mathematics 2 and Mathematics 3 build on the topics covered in Mathematics 1. However, students are not required to take Mathematics 1 before enrolling in Mathematics 2 and Mathematics 3. Before enrolling on these programmes students will need to revise basic mathematics from the lower and upper secondary school and from the subject matter covered by Mathematics 1. Students with little specialisation in mathematics from the upper secondary school can therefore expect a considerable workload at the beginning of the programme.
In Mathematics 2, each course is normally taught for four hours per week. A teaching sequence may consist of both lectures and exercises, though the aim is to be flexible in terms of organisation. In addition, individual supervision is offered in connection with 4 voluntary submissions in each of the courses. If necessary, more information about this will be more thoroughly specified in the semester pl
A period of teaching practice is compulsory during the third year of the general teacher education. During this period, students will:
·Gain experience in observing pupils studying mathematics.
·Gain training and experience in communicating mathematics.
·Be given the opportunity to plan, carry out and evaluate teaching plans in mathematics.
an.
Teaching practice is compulsory for third year students taking this programme as part of a General Teacher Education.
An assignment in subject didactics is included in each of the courses of Mathematics 2, which must be submitted individually. The requirement in subject-didactics is divided into two parts. The first part must be submitted before Christmas, and is assessed on a pass/fail basis. The second part must be submitted during the spring semester. The final examination in each module is a 5-hour individual written examination under invigilation. Graded marks are allocated, and students must receive passing marks in the examination.
All components must receive passing marks before the final grade is allocated. For each course, part 2 of the requirement in subject-didactics counts for 40 % of the grade, while the final written examination counts for 60%.
Grades A-F will be awarded, where A is the highest and E is the lowest passing grade. For further information, please refer to TelemarkUniversityCollege’s Examination Regulation.
Minor adjustments may occur during the academic year, subject to the decision of the Dean
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