Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

M.Ed on Education and Innovation: EDUM1: Curriculum development and progression in Mathematics education

Course Description

This course focuses on the theories and principles of curriculum development in mathematics and their application in the mathematics classroom. Students will develop a comprehensive understanding of relevant theories and practice, and critically reflect on curriculum development for the progression of skills and concepts, in the UAE context. This evaluative process will allow them to apply relevant principles and theories from current research to develop medium to long term mathematics learning pathways that foster progression in mathematics knowledge and skills. Students will also learn to critically self-evaluate their professional practice, knowledge and skills in terms of curriculum development and progression.

Books

Course Resources

 

Week 1 

Introduction to Course: Curriculum Development and Progression

Required Readings

 

 

Week 2

The mathematics curriculum: key concepts and big ideas.

 

Required Reading:

Askew, M. (2013). Big ideas in primary mathematics: Issues and directions. Perspectives in Education, 31(3), 5-18. https://hdl.handle.net/10520/EJC145559

 

Week 3

 

The mathematics curriculum: skills and epistemic beliefs/nature of mathematics

Required Reading

Boaler, J., Munson, J., & Williams, C. (2021). Mindset Mathematics: Visualizing and Investigating Big Ideas. John Wiley & Sons.

Week 4

The mathematics curriculum: Progression pathways.

Required reading:

Various curriculum documents for local and international curricula.

Ministry of Education Mathematics Curriculum

National Curriculum of England Mathematics

Next Generation Mathematics Standards

Recommended reading:

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 3)

Week 5

Classroom strategies for curriculum progression

Required Reading:

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 2)

Week 6

Classroom strategies for curriculum progression.

Recommended Reading:

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 4)

Week 7

Classroom strategies for curriculum progression.

Required Reading:

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 5)

Week 8

Classroom strategies for curriculum progression.

Required Reading:

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 6)

Week 9

Evaluating Curriculum Developments

Required Reading:

Teacher Standards for the UAE: [here]

UAE inspection framework: [here]

Week 10

 

Evaluating Curriculum Developments

Required Reading:

Marcos, J. M., Sanchez, E., & Tillema, H. H. (2011). Promoting teacher reflection: What is said to be done. Journal of Education for Teaching, 37(1), 21-36. https://doi.org/10.1080/02607476.2011.538269

McIntyre, D., Pedder, D., & Rudduck, J. (2005). Pupil voice: comfortable and uncomfortable learnings for teachers. Research papers in education, 20(2), 149-168. https://doi.org/10.1080/02671520500077970

Week 11

Evaluating Curriculum Developments

Required Reading:

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning for mathematics, grades K-12: What works best to optimize student learning. Corwin Press. (Chapter 1)

 

Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching, 23(5), 596-610. https://doi.org/10.1080/13540602.2016.1218328

 

Recommended readings

Cullen, R et al. (2011). The Learner Centered Curriculum: Design and Implementation. Jossey Bass Wiley.

Hattie, J. (2009). Visible learning. Routledge.

Jackson, F. (2020, December 1). Developing Curriculum Progression – forwards, backwards, up, down and across. Cambridge Assessment International. https://blog.cambridgeinternational.org/developing-curriculum-progression-forwards-backwards-up-down-and-across/

Schwarz, C., Reiser, B. J., Acher, A., Kenyon, L., & Fortus, D. (2012). MoDeLS: Challenges in defining a learning progression for scientific modeling. In Learning progressions in Science (pp. 101-137). Brill Sense. https://doi.org/10.1007/978-94-6091-824-7