NSCPHD1209 Advanced Didactics of Mathematics (DidMatV)

Volume 2014/2015
Content
Content
The course has two parts: a theoretical part and a smaller, practice oriented project. The aim of the theoretical part is to introduce the students to a selection of current didactical theories and methods, including approaches to
  • The theory of didactical situations in mathematics
  • Cognitive and semiotic asepcts of mathematics learning
  • The anthropological theory of didactics
  • The theory of instrumental genesis (concerning IT use in mathematics education) The practice oriented project allows the student to apply one or more of the theoretical perspectives to an in-depth study of a self-chosen problem about mathematics teaching at (typically) secondary level.
Learning Outcome
 
Knowledge.  At the end of the course, the student should know the meaning of and relations among a selection of fundamental methods and notions in the didactics of mathematics, including: a priori and a posteriori analysis, didactic situations, adidaktic situations, objective and subjective didactic milieu, didactic constracts and their levels, fundamental situations, external and internal transposition, praxeologies, mathematical og didactic organisations, levels of didactic co-determination, study- and research courses, semiotic representations of mathematical objects, semiotic registers, instrumentation and instrumentalisation. The student must be familiar with research results based on and contributing to these theoretical constructions.

Skills.  At the end of the course, the student should have basic skills in analysing a mathematical topic in view of design and observation of teaching situations, and in identifying and selecting relevant research literature to be used in the analysis. The student must also be able to produce focused and structured text on topics from the didactics of mathematics using elementary scientific method.

Competences. At the end of the course, the student should be able to - work autonomously with fundamental topics in mathematics, using pertinent theory from the didactics of mathematics - explain the domains of use, relations and differences between the theories introduced in the course, discuss others’ use of the theories, and relate critically to specific choices of theoretical perspective - identify and analyse a problem related to mathematics as a taught discipline, and give it a precise formulation in a relevant theoretical framework from the didactics of mathematics - carry out a theoretically and methodically well founded investigation of such a problem within didactics of mathematics.

Compendium of newer scientific papers (all in English).

B.Sc. in mathematics.
Bachelor in mathematics or similar.
Lectures, theorectial and practical exercises, supervision for final paper.
The course is one of the "partially selective" courses in the M.Sc. studies in mathematics (there are a total of 10 such courses, and each student must take at least four of these). The course is mandatory for those who aim at getting the Nordic double degree in mathematics (from U. Copenhagen) and didactics of mathematics (from the U. of Agder, Norway); you can read more about this programme here: http:/​​/​​www.science.ku.dk/​​english/​​courses-and-programmes/​​degree-programmes/​​mathematics/​​didactics/​​
  • Category
  • Hours
  • Guidance
  • 2
  • Lectures
  • 14
  • Practical exercises
  • 6
  • Preparation
  • 94
  • Project work
  • 75
  • Theory exercises
  • 15
  • Total
  • 206
Credit
7,5 ECTS
Type of assessment
Written assignment
Two oral and one written task in the first part of the course.
Aid
All aids allowed
Marking scale
7-point grading scale
Censorship form
No external censorship
Criteria for exam assesment

The grade is given for the extent to which the student in his final paper has demonstrated to have achieved the course aims (cf. above).