Theories in the Learning and

Teaching of Mathematics
MA-602-1

Included in Study
 PhD Programme in Engineering and Science

Language of instruction
English

Pre-requisites
Students joining this course will normally have achieved a high level of
performance in a master´s course in mathematics education or similar
programme. Students without a master´s qualification in mathematics education
will be required to provide evidence that their knowledge and skills reaches the
required standard before commencing.

Learning outcomes
On successful completion of the course, the student should be able to:
 Judge the coherence of the theory within which published research is framed.
 Critically evaluate the consistency within theoretical arguments in the field of
teaching and learning mathematics.
 Organise theoretical arguments from different sources to synthesise new ideas
especially in relation to their own research goals.
 Further develop and gain a level of mastery of discussing, explaining, and
critically evaluating and interpreting the theories of learning and teaching in the
field of mathematics education.
 Develop and integrate within their own value system a consistent theory of
learning and teaching mathematics, and explain and interpret their own
research goals within their beliefs and value system.

Course contents
 The course will include content from the following:
 the nature of mathematics and of mathematical activity and thinking;
 what it means to learn and to teach mathematics;
 learning theories - associationism (behaviourism), rationalism (naturism),
constructivism, and sociocultural theory;
 the work of Piaget and Vygotsky and their associates and followers;
 examples of learner´s activity and thinking; use of theories as lenses to explain
and situate learning as we see it;
 analysis of learning through classroom observation and interview, tests and
experiments;
 questions about teaching and how teaching is related to learning;
 relationship between approaches to teaching and teachers´ perspectives on
mathematics and on the learning of mathematics;
 how theories of learning inform teaching;
 the process of teaching and how might this be seen to relate to the education
of teachers of mathematics;
 how current theories provide insights into teaching processes and ways in
which teaching can develop;
 how theories of teaching inform the practice of teaching so that students
learning mathematics can have a richer, more fruitful and successful learning
experience;
 what can be regarded as successful learning and teaching;
 how is successful teaching reflected in students´ perfomance;
 the sociocultural, economic and political questions that form the basis of the
evaluation of performance of teaching.

Teaching methods and workload

Teaching and learning will be through exposition (lecture), teacher and student
led discussion, workshops, guided reading and reflection, student presentations,
seminars.
Students are expected to take a full part in the whole course and undertake the
prescribed reading. Attendance at all classes is a basic requirement. In special
circumstances students may, in consultation with the course leader, be absent
from no more than 20% of classes, additional reading tasks will be assigned.

Examination requirements
All students will be required to undertake a course task which is the compiling a
list of about 20 references (in APA format) of research papers that relate theories
of learning and teaching to the students own declared research interest, together
with a presentation in class of the contents of a small sample from this list.

Assessment methods and criteria

The course will be assessed on a piece of written work (~ 4000 words) which
should be a forerunner of the theory, or literature review, chapter of your thesis.
Students will be required to give an appropriate title.

Type of course
Theoretical

Level of course
Third cycle

Name of lecturer
Professor Said Hadjerrouit