This course focuses on key principles, in both theory and practice, of effectively engaging students in mathematics learning. Students will develop a comprehensive understanding of mathematics pedagogy which will encourage learner autonomy, participation and engagement, ultimately to enhance attainment. The course will support in-service teachers to consolidate their experience in reflective practice, and to develop mathematics learning experiences which are both challenging and stimulating. There is an emphasis on supporting learners to develop metacognitive strategies to strengthen their skills and understanding, as well as the means of creating a supportive classroom learning environment which allows for a wide diversity of both student engagement and expression preferences, in order to create inclusive environments which foster growth and development. Mathematics education classroom experiences which extend outside of the classroom to both informal and formal mathematics learning are also explored, enabling teachers to design lessons which reflect real-life experiences for students and provide authentic, genuine mathematics learning experiences. These experiences are implicitly laced with technology applications and platforms, thus supporting teachers to ensure that technology plays a prominent role in their classroom practice too.
Powerful Teaching by 
Teaching Secondary School Mathematics by
Week 1
Introduction to Course:
Course Overview
Week 2
Self-Regulation and Metacognitive Strategies in the Mathematics Classroom (I)
Practical Examples and Applications
Required Reading
Baten, E., Praet, M., & Desoete, A. (2017). The relevance and efficacy of metacognition for instructional design in the domain of mathematics. ZDM, 49(4), 613-623. https://doi.org/10.1007/s11858-017-0851-y
Agarwal, P. K., & Bain, P. M. (2019). Engage Students with Feedback-driven metacognition. Powerful teaching: Unleash the science of learning. John Wiley & Sons.
Week 3
Self-Regulation and Metacognitive Strategies in the Mathematics Classroom (II)
Practical Examples and Applications.
Required Reading:
Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement. Journal of School Psychology, 64, 28-42. https://doi.org/10.1016/j.jsp.2017.04.004
Week 4
Tacit Knowledge in Mathematics
Making implicit learning explicit.
Required Reading:
Fraser, S., Beswick, K., & Crowley, S. (2019). Making tacit knowledge visible: Uncovering the knowledge of science and mathematics teachers. Teaching and Teacher Education, 86.https://doi.org/10.1016/j.tate.2019.102907.
Week 5
Real-life applications of mathematics (I)
Relating mathematics to the current and future lives of students.
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
Week 6
Real-life applications of mathematics (II)
Relating mathematics to the current and future lives of students.
Required Reading:
Høgheim, S., & Reber, R. (2015). Supporting interest of middle school students in mathematics through context personalization and example choice. Contemporary Educational Psychology, 42, 17-25. https://doi.org/10.1016/j.cedpsych.2015.03.006
Week 7
Learning Experiences outside of the formal Mathematics Classroom Environment
Providing for Learning outside the classroom.
Required Reading:
Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68. https://doi.org/10.1016/j.compedu.2014.07.013
Week 8
Dialogic Teaching in mathematics
Required Reading
Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., ... & Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: The pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40. https://doi.org/10.1080/02671522.2015.1129642
Week 9
Talking about Mathematics!
Promoting Argumentation in Mathematics
Required Reading:
Aberdein, A. (2019). Evidence, proofs, and derivations. ZDM, 51(5), 825-834. https://doi.org/10.1007/s11858-019-01049-5
Conner, A., Singletary, L. M., Smith, R. C., Wagner, P. A., & Francisco, R. T. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities. Educational Studies in Mathematics, 86(3), 401-429. https://doi.org/10.1007/s10649-014-9532-8
Week 10
Inclusive Mathematics Education (I)
Creating an inclusive mathematics classroom environment for all learners
Required Reading:
Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2020). Equity and social justice in mathematics teaching and learning. 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. Sydney: Routledge.
Week 11
Inclusive Mathematics Education (II)
Creating an inclusive Mathematics classroom environment for all learners
Required Reading:
Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2020). Gender equity and justice in mathematics teaching and learning. 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. Sydney: Routledge.
The Derek Bok Center for Teaching and Learning. 2017. Classroom dynamics and diversity. https://bokcenter.harvard.edu/inclusive-teaching.
Recommended Reading:
Agarwal, P. K., & Bain, P. M. (2019). Foster a Supportive Environment: Use Power Tools to reduce anxiety and strengthen community. Powerful teaching: Unleash the science of learning. John Wiley & Sons.