This course focuses on the theories and principles of learning design in mathematics and their application in the secondary mathematics classroom. Students will develop in-depth theoretical and practical understandings of relevant theories and practice in the mathematics teaching profession and then critically reflect on selected pedagogical practices and the overarching nature of mathematics education in the UAE context. This evaluative process will allow them to successfully apply relevant principles and theories from current research, to develop engaging and challenging mathematics learning experiences. The principles and theories from current research will include but are not limited to, such as inquiry-based learning and other student-centred strategies, and assessment for learning strategies. Students will also learn the skills needed to continue to develop as mathematics teachers by learning how to critically self-evaluate their own professional practice against professional standards. In addition, they will develop highly specialised knowledge and skills within the mathematics teaching profession in order to become lifelong learners and leaders of learning in their field.
Visible Learning: Feedback by 
Teaching Secondary School Mathematics by 
Visible Learning for Mathematics, Grades K-12 by
Week 1
Introduction to Course: Learning to be a mathematics teacher
Course Overview
Professional teaching standards
Required Reading
Recommended Reading
Week 2
Active Learning Approaches in Mathematics
Bridging the gap between Theory and Practice
Required Reading
Litster, K., MacDonald, B., and Shumway, J. F. (2020). Experiencing active mathematics learning: Meeting the expectations for teaching and learning in mathematics classrooms. The Mathematics Enthusiast, 17(2), 615-640. https://doi.org/10.54870/1551-3440.1499
Recommended Reading
Practical Examples in the Secondary Mathematics Classroom
A Critical Overview of Research Evidence
Required Reading
Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM, 45(6), 797-810. https://doi.org/10.1007/s11858-013-0506-6
Recommended Reading
Yan, Z. M., Chai, C. S., & So, H. (2018). Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach. Australasian Journal of Educational Technology, 38(4), 57-71. https://doi.org/10.14742/ajet.3755
Week 4
Formative assessment / AfL Strategies in Mathematics (I)
Diagnostic assessment
Required Reading
Recommended Reading
Week 5
Planning and Preparation for Effective Pedagogy
Lesson planning (I)
Required Reading
Akyuz, D., Dixon, J. K., & Stephan, M. (2013). Improving the quality of mathematics teaching with effective planning practices. Teacher Development, 17(1), 92-106. https://doi.org/10.1080/13664530.2012.753939
Recommended Reading
Davidson, A. (2019). Ingredients for planning student-centred learning in mathematics. Australian Primary Mathematics Classroom, 24(3), 8-14.https://search.informit.org/doi/10.3316/informit.607589631603972
Week 6
Realistic Mathematics Education (RME)
Linking the Use of Metacognitive Strategies with IBL in the Mathematics Classroom
Required Reading
Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959
Recommended Reading
Isik, S., Tutak, T., & Kalkan, M. (2020). The effect of teaching sequence subject with realistic mathematics education on student achievement and opinion. International Online Journal of Educational Sciences, 12(1), 184-203.
Week 7
Effective Teaching Strategies in Mathematics
Hands on secondary mathematics activities with real-life applications
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 7)
Recommended Reading
Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2020). Developing Mathematical Understanding. In Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2020) Teaching secondary school mathematics: Research and practice for the 21st century. Routledge.
Week 8
Formative Assessment / AfL Strategies in Mathematics (II)
Self-regulation and metacognition Peer and Self-Assessment
Required Reading
Recommended Reading
Week 9
Teaching Mathematics to Diverse Populations
Ethnomathematics
Culturally Responsive Pedagogy
Required Reading
Johnson, J. D., & Corey, D. (2020). Reaching the 21st century student in the United Arab Emirates: Using Ethnomathematics through #Innovation. Revemop Journal, 2, e202010, 1-13. https://doi.org/10.33532/revemop.e202012
Recommended Reading
Week 10
Strategies for teaching “Hard to teach” (H2T) topics
Using examples for the Secondary Mathematics Classroom
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)
Recommended Reading
Tanner, R. (2009). Hard-to-teach topics: Using ICT Part 1. Mathematics Teaching, 214, 30-32. https://eric.ed.gov/?id=EJ859730
Clark-Wilson, A. & Oldknow, A. (2009). Teachers using ICT to help with hard to teach topics. Mathematics Teacher, 38(4), 3-6. www.didaktik.mathematik.uni-wuerzburg.de/edumatics/de/mod4/media/reading/Clark-Wilson_Oldknow2009.pdf