{"id":430,"date":"2013-05-13T13:50:51","date_gmt":"2013-05-13T13:50:51","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/secondaryeducationteachertrainingatshu\/?page_id=430"},"modified":"2017-04-25T10:06:42","modified_gmt":"2017-04-25T09:06:42","slug":"maths-one-year-routes-pgce","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/secondaryeducationteachertrainingatshu\/planning-and-regeneration\/maths-pgce\/maths-one-year-routes-pgce\/","title":{"rendered":"Maths: PGCE"},"content":{"rendered":"

PGCE Mathematics<\/span><\/strong>\u00a0<\/span><\/p>\n

Dear PGCE mathematics trainee<\/p>\n

We hope you will enjoy studying here and we are very much looking forward to working with you.\u00a0 We have a large cohort of trainees on their \u2018professional year\u2019 some of whom have been with us for the previous one or two years.\u00a0 We benefit tremendously from the diversity of experiences which our trainees bring and expect everyone to contribute to the learning community here.<\/p>\n

The PGCE is a very intensive course and you will benefit from being well prepared in September.\u00a0 We are suggesting a number of tasks for you to undertake in the time before enrolment.\u00a0 We fully understand that the amount of time you have to spend on these will depend upon your other commitments.<\/p>\n

Key Preparations:<\/strong><\/p>\n

Developing your own mathematics<\/strong><\/p>\n

You come to with us with very different mathematical experiences.\u00a0 By the end of the PGCE year you will need to demonstrate firstly, that your own mathematical subject knowledge meets minimum standards and secondly, that you have an appreciation of a variety of ways of learning mathematics.\u00a0 If you feel there are gaps in your subject knowledge of secondary school and A level mathematics then a good place to start would be to have a look through current A level and secondary GCSE textbooks.<\/p>\n

In addition we recommend the following text:<\/p>\n

Mason, John (1999) Learning and Doing Mathematics, QED<\/strong><\/p>\n

This offers suggestions for strategies for developing your own ability to think mathematically and do mathematics in many different ways, as well as developing some key aspects of your subject knowledge.\u00a0 Working through this text will revise and develop both your own knowledge but will also give lots of ideas for classroom activities.<\/p>\n

Reading Lists:<\/strong><\/p>\n

Background mathematics <\/strong><\/p>\n

Reading around the history of mathematics and current ideas can inspire you and help you to convey the excitement of mathematics to your pupils.\u00a0The following 3 books are all well worth reading:<\/p>\n

1089 and all that:\u00a0 a journey into mathematics \/ David Acheson. Oxford : Oxford University Press, 2002<\/strong><\/p>\n

A light-hearted look at some mathematical topics.<\/p>\n

The music of the primes:\u00a0 why an unsolved problem in mathematics matters \/ Marcus du Sautoy. London : Fourth Estate, 2003<\/strong><\/p>\n

An account of questions which have puzzled mathematicians for millennia, which gives a good general view of the history of Mathematics.<\/p>\n

Fermat’s last theorem:\u00a0 the story of a riddle that confounded the world’s greatest minds for 358 years \/ Simon Singh. Fourth Estate, 1997.<\/strong><\/p>\n

Again an excellent introduction to the history of Mathematics and its problems, this time centred on a question which was solved recently, after centuries of speculation.<\/p>\n

Reading about teaching<\/strong><\/p>\n

Here are some texts that all begin to prepare you for teaching mathematics in schools.\u00a0 Choose one, or more of the following:<\/p>\n

Bills, C. Bills, L. Mason, J. and Watson, A. (2004). Thinkers: A collection of activities to <\/strong>provoke mathematical thinking. ATM.<\/strong><\/p>\n

Haggarty, L. (ed.) (2002) Aspects of Teaching Secondary Mathematics: Perspectives <\/strong>on Practice. Abingdon, Oxon: RoutledgeFalmer.<\/strong><\/p>\n

Issues in Mathematics Teaching Edited by Peter Gates\u00a0 RoutledgeFalmer ISBN: 041523865X\u00a0\u00a0\u00a0<\/strong><\/p>\n

Howard Tanner, Sonia Jones (2000) Becoming a Successful Teacher of Mathematics RoutledgeFalmer<\/strong><\/p>\n

Watson, A., Jones, K. and Pratt, D. (2013) Key Ideas in Teaching Mathematics:<\/strong><\/p>\n

Research-based guidance for ages 9-19. Oxford: Oxford University Press.<\/strong><\/p>\n

Link to subject association website (if appropriate):<\/p>\n

National Centre for Excellence in the Teaching Mathematics (NCETM)<\/strong><\/p>\n

https:\/\/www.ncetm.org.uk\/<\/a><\/p>\n

Association for Teachers of Mathematics (ATM)<\/strong><\/p>\n

http:\/\/www.atm.org.uk<\/a><\/p>\n

The Mathematics Association (MA)<\/strong><\/p>\n

http:\/\/www.m-a.org.uk\/<\/a><\/p>\n

NRICH<\/strong><\/p>\n

http:\/\/www.nrich.maths.org.uk\/public\/index.php<\/a><\/p>\n

Count on<\/strong><\/p>\n

http:\/\/www.counton.org\/<\/a><\/p>\n

Curriculum and\/or Key Specifications:<\/strong><\/p>\n

You will need to familiarise yourselves with the current statutory requirements for the English education system<\/p>\n

Department for Education – https:\/\/www.gov.uk\/government\/publications\/national-curriculum-in-england-mathematics-programmes-of-study<\/a><\/p>\n

Preliminary Subject Knowledge Audit: <\/strong><\/p>\n

After reading through the National Curriculum programme of study for Mathematics at Key Stage 3 and Key Stage 4, identify the following:<\/p>\n