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Last modified: 16 Nov 2016 18:26

Course Overview

This course aims to develop a deeper, more relationship understanding of your own mathematics as an interconnected body of ideas through four main themes: developing connections, valuing and appreciating diversity, developing mathematical talk and developing flexibility.  The interest is in '...not just what we know but how we know it, how we are aware of it, how we use it and how we exemplify it' (Watson & Barton, 2012: 67).  This focus on what 'doing mathematics' might look like will encourage you to challenge assumptions, beliefs and values about learning mathematics as an interpersonal constructive activity.

Course Details

Study Type Undergraduate Level 1
Session First Sub Session Credit Points 15 credits (7.5 ECTS credits)
Campus None. Sustained Study No
  • Dr Helen Martin

Qualification Prerequisites

  • Either Programme Level 1 or Programme Level 2

What courses & programmes must have been taken before this course?

  • Any Undergraduate Programme (Studied)

What other courses must be taken with this course?


What courses cannot be taken with this course?


Are there a limited number of places available?


One or more of these courses have a limited number of places. Priority access will be given to students for whom this course is compulsory. Please refer to the Frequently Asked Questions for more details on this process.

Course Description

Main topic areas: Developing connections; Mathematics as an interconnected body of ideas; Valuing and appreciating diversity; Social, cultural and historical influences on mathematical understanding; Developing mathematical talk; Learning mathematics as an interpersonal constructive activity; Developing flexibility; Exploring multiple representations of mathematical concepts. All of these involve aspects of algebra, geometry, number, probability and statistics.

Degree Programmes for which this Course is Prescribed


Contact Teaching Time

64 hours

This is the total time spent in lectures, tutorials and other class teaching.

Teaching Breakdown


1st Attempt: Continuous assessment (100%) consisting of: tutorial work both on campus and online (equivalent lab-work) (70%) student presentations (30%) Resit: Oral examination based on a discussion of the work presented in the first attempt. The proposal is to reflect the process of a viva voce used at doctoral level at undergraduate level. Where the first attempt has been unsuccessful students will be required to submit a portfolio of their coursework as detailed above to inform the oral examination. The oral itself and the feedback discussion, with permission of examiners and student, will be recorded. The outcomes of this would be (i) student has successfully met the requirements or (ii) student has failed to meet the requirements. Note: The first attempt will be submitted before the end of December allowing any necessary resubmission to be undertaken in mid-January. This would mean that CAS marks could be submitted to registry by mid-Feb for both first and second submssions. If a third submission is required then this would be a portfolio of coursework in response to previous feedback and submitted by the end of May.

Formative Assessment

Formative assessment will underpin tutorials, both on campus and online, involving purposefully designed activities which allow students, and tutors, to elicit, interpet and use evidence to support their progress.


Informal oral feedback from both peers and tutors throughout the on campus time. Informal written feedback during online tutorials. Formal written feedback will be provided in response to the presentation taking into account the tutorial work with an opportunity to meet and discuss with the tutor if requested by the student.

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