Module One: Mathematics Education and Me (Week 2 & 3)
Can your lived experience as a mathematics education professional not give an insight into mathematics education of your personal and professional context? Indeed, autobiographies of mathematics teachers, students, teacher educators and researchers can be helpful to understand mathematics education in personal and professional contexts, thereby enabling us to explore unique, otherwise unaccounted for, and context-specific nature of mathematics, features of mathematics curriculum, pedagogical modes and assessment strategies. Likewise, autobiographies of mathematicians have very useful resources for students and teachers to understand the context of the invention of particular mathematical ideas. With this notion, the module enables you to develop an awareness about different facets of mathematics education that you have experienced thus far.
Module Two: Pedagogies in Mathematics Education
How have you been teaching mathematics? What are your views about “good” mathematics teaching? Given these questions at our disposal, this module explores a host of teaching/learning approaches that can be used inside and outside the classroom. Perhaps, you might have heard a number of pedagogical possibilities, such as expository, demonstration, inquiry-driven and participatory, to name but a few. We shall be discussing such possibilities through a number of pedagogical theories and perspectives developed inside and outside the field of mathematics education. Of particular focus, this module provides you with a space for discussing a range of pedagogical possibilities arising from instructivist, constructivist, and transformative perspectives.
Module Three: Critical Mathematics Education
Mathematics education has been viewed from within a host of critical theory perspectives as a response to the failure of one-size-fits-all approach to curriculum development, pedagogical process, and assessment. The starting point for a critical theory perspective is to put prominence on mathematics education as an activity situated in a particular sociocultural context, thereby exploring ways in which mathematics education can harbour a host of exclusionary practices. This module offers a space for you to discuss issues related to empowerment through mathematics education. The central question for this module is: whose interests are (and not) being served by mathematics education? The module draws from critical mathematics education to problematize the perpetual normalcy (i.e., the view that everything is going alright), thereby offering spaces for creating visions for inclusive and empowering mathematics education.
Module Five: Philosophies of Mathematics Education
In this module, you are going to delve into absolutist and inclusive philosophies of mathematics education. The hallmark of absolutist philosophies is to present mathematics as a solely incorrigible (i.e., that you cannot correct mathematics) entity and infallible (i.e., mathematics cannot be wrong) knowledge system whereas inclusive philosophies account for multiple epistemological, ontological and axiological bases for generating and legitimating mathematical knowledge systems (Ernest, 2005; Luitel, 2013). Indeed, knowing about and reflecting upon different philosophies of mathematics education is likely to help us make informed decisions whilst developing, implementing, and evaluating mathematics curricula. Nevertheless, this course does not promote the view that philosophies need to be studied as ‘pure knowledge’ detached from practitioners’ contexts.