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Last modified: 30 Apr 2026 12:46
This course provide students with opportunities to explore how pupils can develop their conceptual understanding of maths. Key mathematical principles will be considered, alongside classroom pedagogies which are based around 3 main theoretical underpinnings. Students will be given opportunities to engage with these research informed approaches, and will be encouraged to reflect on the impact this has on their developing classroom practice.
| Study Type | Undergraduate | Level | 2 |
|---|---|---|---|
| Term | First Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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Students will have opportunities to:
• Consider key mathematical principles
• Engage with theoretical underpinnings
• Make connections to current policy
• Examine how pupils develop their mathematical understanding
• Explore a range of strategies and tools for learning
• Make connections across and within learning
• Consider barriers to learning in maths
• Engage with a range of pedagogical approaches
• Collaborate and connect with other learners
• Develop their own mathematical competence and confidence
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 24 | |
| Feedback |
Academic Poster 1,500 words. Assessments will be marked by course team, with written feedback given to students via Turnitin. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Develop an understanding of relevant research and theory which underpins how to support conceptual understanding in maths. |
| Conceptual | Understand | Develop a broad knowledge and understanding of how to support pupils develop conceptual understanding in maths. |
| Conceptual | Understand | Develop an understanding of key pedagogical approaches in relation to classroom application. |
| Conceptual | Understand | Develop detailed knowledge of the developmental stages in number through an awareness of the SEAL framework (Stages of Early Arithmetical Learning). |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 50 | Feedback Weeks | 1 | |
| Feedback |
Academic Poster 1,500 words. Assessments will be marked by course team, with written feedback given to students via Turnitin. |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Develop an understanding of relevant research and theory which underpins how to support conceptual understanding in maths. |
| Conceptual | Understand | Develop a broad knowledge and understanding of how to support pupils develop conceptual understanding in maths. |
| Conceptual | Understand | Develop an understanding of key pedagogical approaches in relation to classroom application. |
| Conceptual | Understand | Develop detailed knowledge of the developmental stages in number through an awareness of the SEAL framework (Stages of Early Arithmetical Learning). |
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