Mathematics 1 Module 1: Numbers, Geometry and Measurement MAT 101

Course Objectives

The aim of Mathematics 1 is that students acquire the skills that will enable them to teach grades 1 to 7 in an acceptable professional and reflective manner, and in accordance with the goals of the current primary and lower secondary school curriculum. Mathematics 1 – Module 1 covers the target areas of number sense, arithmetic, geometry and measurement. Through this module, students will develop teaching skills in these target areas. They will gain knowledge of the most fundamental concepts and methods of mathematics, and learn to apply this understanding to solve practical problems. Students will be expected to master skills in arithmetic, mathematical concepts and problem-solving strategies. To acquire teaching competence also requires that students gain didactic competence, which will allow them to adapt lessons to suit the needs of pupils with a wide range of needs. Students must be able to use IT-based aids to solve basic mathematical problems and to create favourable learning environments for their pupils. They will also gain insight into the critical evaluation of teaching aids, including IT-based tools.

Students will study mathematics as a school subject, where inductive work methods are stressed. They will also study mathematics as a discipline, and gain experience with how it can be studied as a logical, deductive science.

Students who pursue this course will become acquainted with pertinent literature in the field of mathematical didactics, and acquire an understanding of the various approaches and learning theories in mathematics. In doing so, they will gain experience in teaching and reflecting on the subject of mathematics.

By applying this theory in the teaching practice classes, students will gain realistic experience with the planning and implementation required in real teaching situations and be able to demonstrate that they can evaluate these aspects of mathematics’ instruction. They will develop the ability to understand the mathematical thought processes of pupils, so that they can vary their teaching methods and thereby help pupils to develop robust concepts and self- confidence in working with the subject. Students will learn how to adapt their instruction methods to allow latitude for cooperation and discussion.

Course Description

Through the study of mathematics in the teacher education study programme, students will encounter the subject in a variety of contexts. In addition to gaining knowledge of mathematics, there is a special focus on the nature of the subject and children’s learning of mathematics. Mathematics 1 module 1, together with module 2, will provide students with knowledge of a wide range of mathematical and didactic topics, allowing them to confidently and independently plan, implement and evaluate the teaching of mathematics in primary schools. Module 1 will focus on the following topics:

Number sense

Students will be able to facilitate, implement and evaluate basic instruction in mathematics, shed light on how to help children overcome difficulties in mathematics and demonstrate knowledge of, and be able to reflect on, the use of varied teaching aids. In module 1, a central theme will be the pupil’s thinking and conceptual development; in this context, there will be a focus on the development of the number concept from natural numbers, using whole numbers, rational numbers and irrational numbers to real numbers. Factorization, divisibility, percentages and work with figurate numbers will be included in course units in the module. A central theme will be the development of number concepts and number systems from a historical perspective.


It is essential that students develop a rich and functional understanding of each of the four arithmetic operations, and that they gain insight into the relationships between them. Central in this regard, are insights into how children develop and express their own arithmetic methods, both written and mental arithmetic. Insight into the relationship between informal arithmetic strategies and algorithm calculations will enable the students to help pupils with this work.


The module will provide students with knowledge of a wide range of geometrical topics. Students will gain knowledge of the properties of two-and three-dimensional shapes such as circles, polygons, spheres, cylinders and simple polyhedra. Important in this module are also constructions, calculations and dynamic processes such as mirroring, rotation and displacement, and work with symmetry. Another key aspect will be to identify locations in maps and coordinate systems. Digital tools will be used in the work with geometry.


Measurement is about comparing and relating numerical quantities to an object or quantity. This will specifically concern working with a basic understanding of concepts related to length, area and volume. Knowledge of value, weight (mass) and time will also be emphasised. Assessment and use of various measuring instruments in practical contexts is also important; measurement uncertainty is included. The development from non-standardised to standardised units will also be included in the module.

Subject didactics assignment

Students will work on a subject didactics assignment which must be completed within the course of the year.

Learning Methods

Mathematics 1 Module 1 is taught over two semesters. The course includes varied teaching and learning methods such as lectures, individual exercises and group work. In addition, individual supervision will be in given in connection with the compulsory assignments. Mathematics 1 includes compulsory teaching practice according to national guidelines and the faculty’s teaching practice plan.

Assessment Methods

The subject didactics assignment must be approved before the students will be permitted to sit the examination.

The final individual oral examination is given at the end of the second semester. Students will draw a theme and then be given 30 minutes preparation time followed by an examination of up to 45 minutes. During the preparation time, stationery, calculators and the national curriculum LK06 will be available in the preparation room. Students are examined on the prepared theme and other parts of the curriculum. The examination will be assessed according to a scale from A to F, where A is the highest grade and E the lowest passing grade. Please refer to the Telemark University College’s Examination Regulations.

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

Publisert av / forfatter Ian Hector Harkness <> - 28/06/2011