CSC3733
Computing and Mathematics Education
- Offered for Year: 2025/26
- Module Leader(s): Dr Marie Devlin
- Owning School: School of Computing
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
Aims
To equip participants with pedagogical background knowledge and practical skills for teaching Computing and Mathematics in their future career.
Outline Of Syllabus
- Every day relevance of Computing and Mathematics skills, the need for literacy and skills shortages in the UK
- Barriers to STEM education – designing for inclusivity, understand, respect and value diversity
- Learning theories to support curriculum design (Constructivism, Constructionism, social development theory, constructive alignment, models and taxonomies, self-directed and group learning.)
- Contemporary teaching and learning methods in Mathematics and Computer Science
- Problem-Based Learning, Project-based learning, Active Learning, Scenario-based learning, simulations etc., Scaffolding, student-centered learning, experiential learning Inquiry
based teaching and learning, instructional strategies for teaching (Primary, Secondary, University) - National curricula, standards, frameworks, accreditation criteria and how to develop curricula from these.
- The role of problem solving and design in STEM Education
- Designing teaching and learning activities
- Planning and implementing a module, programme of study or learning event.
- Mathematical thinking – importance, connections
- Computational thinking – foundational concepts, connections
- Mental Modelling – visual and graphical representation, drawing and modelling, prototyping and artefact development.
- Assessment – design, procedures, tools and techniques, feedback, formative, summative, ipsative (of learning, for learning, as learning, peer assessment and group work), competencies, skills, knowledge and practical application of ideas
- Assessment culture.
- Learning Analytics, Learning Evaluation
- Supporting student learning
Learning Outcomes
Intended Knowledge Outcomes
- Knowledge of learning and skill development processes in key concepts in Mathematics or Computer Science
- Evaluate and critique teaching and learning theories and methods
- Understand and critically evaluate current curricula for Maths and Computer Science teaching – primary, secondary, university
- Lesson planning processes and delivery methods
- A range of pedagogical strategies to enhance student learning and engagement
- How to design assessment and learning activities
- How to evaluate teaching practices
- How to create inclusive learning environments
- How to give constructive feedback and support student learning
Intended Skill Outcomes
- Be able to design a learning event, module or programme syllabus from curricula and standards
- Be able to employ a range of pedagogical strategies, techniques and tools to use in teaching practice
- Use a range of technologies in teaching practice
- Be able to design assessment for individual or group learning
- Critically evaluate and reflect on your own teaching practice
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 24 | 1:00 | 24:00 | Background material on theories, techniques, curricula, standards etc |
| Scheduled Learning And Teaching Activities | Practical | 24 | 2:00 | 48:00 | Designing curricula, assessments, lessons – technology, tools and techniques – practical sessions |
| Scheduled Learning And Teaching Activities | Small group teaching | 8 | 2:00 | 16:00 | Group teaching practice sessions |
| Structured Guided Learning | Academic skills activities | 12 | 1:00 | 12:00 | Literature searching, critique, academic writing, designing assessment |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | Explore relevant literature, discuss and debate ideas and theories |
| Guided Independent Study | Assessment preparation and completion | 2 | 15:00 | 30:00 | Coursework write up (sem 1 & 2) |
| Structured Guided Learning | Structured research and reading activities | 8 | 3:00 | 24:00 | Preparation for teaching practice – exercises for preparing for small group teaching |
| Guided Independent Study | Independent study | 22 | 1:00 | 22:00 | Lecture follow up |
| Guided Independent Study | Independent study | 44 | 1:00 | 44:00 | Background Reading |
| Totals | 224 |
Teaching Rationale And Relationship
Theory and techniques are presented in lectures. Supervised lab design sessions take place in a PC lab providing hands on experience of design and use of technologies to support teaching and learning. Workshops take place in a seminar space to give students practical experience of applying techniques and discussion with their classmates. Small group teaching sessions allow students to practice their teaching in a safe space and allow for constructive feedback so they can evaluate their own practice and progress.
Assessment Methods
Other Assessments
| Component | Semester | When set | Percentage | Comment |
|---|---|---|---|---|
| Design/Creative project 1 | 1 | M | 50 | Assessed Coursework covering Semester 1 taught material. 2000 words |
| Essay 1 | 2 | M | 50 | Assessed Coursework covering Semester 1 taught material. 2000 words |
Formative Assessments
| Component | Semester | When set | Comment |
|---|---|---|---|
| Problem solving exercises 1 | 1 | M | Exercises for giving written and verbal feedback to classmates on their teaching practice |
| Problem solving exercises 2 | 2 | M | Exercises for giving written and verbal feedback to classmates on their teaching practice |
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/