Mathematics 1 30MAT1

Course Objectives

The national curriculum specifies three target areas for Mathematics I. These overlap with one another to varying degrees. The three target areas are:
Subject and subject-didactics skills
The first target area comprises the subject and subject-didactics foundation students must acquire in order to be capable of planning, executing and evaluating mathematical teaching in keeping with the prevailing curriculum for grades 1-10. This includes mathematical topics such as numerals and arithmetic, algebra and functional analysis, geometry, probability calculations and statistics. Understanding the relationship between basic mathematical topics will be essential in this target area. Subject-didactics emphasises gaining knowledge of the principal theories of learning and insight into pupils’ learning processes and development of mathematical skills. Awareness of one’s own learning process and views on the subject, and reflection on how this might influence one’s teaching methods are also discussed. Another important topic concerns the development of a mathematical language and understanding the significance of this language for learning and communicating about the subject. Knowledge of the historical development of mathematics is another element included in this target area.

Being a mathematics teacher
The ability to observe and analyse the actions and mathematical skills of children is an important prerequisite for being able to adapt mathematical teaching to different pupil groups. Students will improve their ability to select and adapt learning activities to pupils with varying needs. Students will also learn to develop an understanding of the pupil’s mathematical experiences, so they may build and further develop the pupil’s skills and knowledge of the subject. Knowledge of how technological aids such as pocket calculators and computers may be used in a subject-didactics approach is another subject covered in this target area. Students will learn how to use spreadsheets and evaluate pedagogical computer programmes for use in schools.
Interaction and reflection
An ability to reflect, think logically and understand the role that interaction and communication play in solving mathematical problems is also emphasised. Students will develop insight into how mathematical relationships may be discovered by encouraging pupils to use active learning methods such as investigation, problem-solving and experimentation. The child’s way of thinking and development in the use of concepts, and ways of supporting and stimulating this development are also important. Familiarity with various mapping tests that are used for evaluation in schools is a prerequisite for succeeding in this work.

Learning Methods

Mathematics I is normally taught for 4 hours per week in all of the three semesters. In addition, students are offered supervisory meetings. Students will be taught through a variety of methods, including lectures, group work and individual work. Details about the organisation of the programme will be provided in the semester plans.

Teaching practice
During the period of teaching practice, students will:
• Receive training in the observation of pupils learning mathematics.
• Receive training and experience in communicating about mathematics.
• Be given the opportunity to plan, carry out and evaluate teaching plans.

Assessment Methods

Students will cover 10 ECTS of material during each semester.
All the components that result in ECTS credits must receive a passing grade before the allocation of the final grade is made.
The final grade is calculated as the average of the three written examinations, one held at the end of each semester. Thus, each examination counts for one third of the final grade. Refer also to Telemark University College’s Examination Regulation.
Students must keep up to date with current deadlines and permitted examination aids.

ECTS allocation, 1st semester
- Observation of children’s language and knowledge of mathematics. Interview assignment in relation to the start of semester, oral presentation. Pass/fail. 2 ECTS.
- Individual assignment on a mathematical topic. Pass/fail. 2 ECTS.
- Written, individual examination, 5 hours. Graded mark. 6 ECTS.

ECTS allocation, 2nd semester
- Subject-didactics assignment, linking theory to practice in primary/lower secondary mathematics teaching. Individual assignment. Written documentation. Pass/fail. 4 ECTS.
- Written, individual examination, 5 hours. Graded mark. 6 ECTS.

ECTS credits, 3rd semester

- Developmental mathematical work, closely related to practical training. Group assignment. Written documentation. Pass/fail. 4 ECTS.
- Written, individual examination, 5 hours. Graded mark. 6 ECTS.

The final grade is graded from A to F, where A is the highest and E is the lowest passing grade. In order to receive a final passing grade, students must achieve a passing grade in all of the course units.
For further information, please refer to Telemark University College’s Examination Regulation.

Minor adjustments may occur during the academic year, subject to the decision of the Dean

Publisert av / forfatter Frode Evenstad <>, last modified Nina Holmberg Lurås - 29/04/2010