Mathematics 1MU, grade 5-10 Programme description

Programplanen bygger på forskrift om rammeplan for grunnskolelærerutdanningene for 1.–7. trinn og 5.–10. trinn, fastsatt av Kunnskapsdepartementet 7. juni 2016, og nasjonale retningslinjer for grunnskolelærerutdanningen 5.–10. trinn.

Studietilbudet består av to emner à 15 studiepoeng. Emne 2 bygger på emne 1. Studietilbudet tilbys som del av videreutdanningsstrategien Kompetanse for kvalitet – strategi for videreutdanning av lærere. Undervisningen i studiet går over to semestre.

Matematikk er en bærebjelke i vår tids teknologiske utvikling og matematisk kunnskap er et viktig element i mange fagområder og virksomheter. Formålet med matematikkfaget i lærerutdanningen er at studentene skal ha en solid oversikt og trygghet i skolefaget matematikk og at de skal bli i stand til å undervise etter gjeldende læreplan for grunnskolen på en faglig trygg og reflektert måte. Kjerneelementene i læreplan i matematikk fellesfag for trinn 1–10 i 2020, vil være grunnlaget når studentene skal utvikle sine kunnskaper og arbeidsmåter. De skal kunne forstå, vurdere og beskrive elevenes læringsprosesser og kunnskapsutvikling i matematikk. Overganger mellom hovedtrinnene blir vektlagt under undervisningen.

Opplæringen skal belyse ulike aspekt ved det å kunne matematikkfaget. Her vil kjerneelementene være styrende.

Utforsking handler om å finne mønster og sammenhenger og kunne diskutere seg fram til en felles forståelse. Problemløsing er å utvikle en metode for å løse et problem som ikke er kjent fra før.

Å modellere er en beskrivelse av virkeligheten ved hjelp av et matematisk språk og kritisk vurdere om modellen er gyldig som anvendelse. Resonnering og argumentasjon er å kunne forstå og vurdere matematiske tankerekker og videre utforme egne resonnement både for å forstå og løse et problem.

Å abstrahere og generalisere handler om å kunne se sammenhenger og strukturer, utvikle symbolspråk og formalisere ved å bruke algebra.

Det er også viktig at studentene kan reflektere omkring samspillet mellom matematikkfaglige kunnskaper og didaktiske problemstillinger.

Studietilbudet er beregnet for personer som ønsker å kvalifisere seg som matematikklærere på mellom- og ungdomstrinnet.

Opptakskravet er allmenn-/grunnskole-/faglærerutdanning eller PPU. Studenter som innvilges studieplass, må være i arbeid som lærer eller ha kontakt med en skole der det er mulig å ta aktivt del i matematikkundervisning. Kravet om bestått lærerutdanning kan fravikes dersom søkeren kun mangler faget hun/han søker på, for å få fullført sin lærerutdanning.

Søkere rangeres etter karakterpoeng fra lærerutdanningen. Søkere som har fått innvilget stipend og/eller vikarmidler fra Utdanningsdirektoratet (Udir), får 5 tilleggspoeng.

The master’s programme is designed to be comprehensive, and the academic content and educational tools are interlinked, showing a clear context between learning outcome descriptions, learning activities and forms of assessment. The courses in the programme description build to some extent on each other to ensure progress, with increasing requirements for knowledge and understanding within each specialisation.

The Master’s Programme in Health and Technology includes common courses and compulsory specialisation courses. The thesis has a scope of 50 ECTS credits. Students are offered various elective courses depending on the specialisation chosen. Some elective courses are offered to all students across the specialisations, while others are only offered to students taking the individual specialisation. Normally, at least ten registered students are required for a course to be taught.

The academic year is 40 weeks long, and the expected workload for a full-time student is 40 hours per week. This includes scheduled activities, students’ own activity and exams. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and exams.

The specialisation in biomedicine is organised as a full-time course of study over two years, while the specialisations in assistive technology in health and radiography are organised as three-year part-time courses of study. The normal structure for each specialisation is shown in the figure below.

Content of compulsory common courses

Two courses are compulsory for all students on the programme and will be taught jointly for the specialisations:

HETEK4000 Interactions in Health and Technology (10 credits) introduces students to key concepts relating to technological development, system design and service innovation. Students will explore how new technology can contribute to sustainable solutions in health and care services, and in research and development work, but should also be able to reflect on ethical challenges that arise when new technology is employed. Interdisciplinary collaboration competence in the development and implementation of new technology in the health and social services is emphasised.

HETEK4100 Theory of Science, Ethics and Research Methods (10 credits) comprises fundamental aspects and methodologies of philosophy of science that are used in the planning, execution and dissemination of research projects in general. Focus is also on particular issues relating to health science and medical research, research ethics and relevant legislation.

Master’s thesis

The programme normally includes a master’s thesis worth 50 credits (MAATH5900/MABIO5910/MARAD5900). Students who choose to take one semester abroad will be given an opportunity to write a master’s thesis worth 30 credits (HETEK5910). See more detailed information under Internationalisation. Regardless of the scope of the master’s thesis, the project description is developed with the support of the lecturer, who quality assures the project with respect to scope and degree of difficulty. The same requirements apply to scientific and research-related work regardless of the length of the thesis.

The thesis can be written individually or in groups of two students. Students choose the topic of the thesis based on their academic background and interests. They can take the initiative for a master’s project themselves. Students can also be offered the chance to be involved in projects affiliated to research projects at OsloMet or external Norwegian and foreign partner institutions.

Elective courses

In the course of the master’s programme, the students can choose between several different elective courses. Some elective courses can be taken regardless of the specialisation chosen, while some are aimed at students taking the individual specialisation. The range of elective courses varies from one semester to the next. Students must apply for a place on elective courses no later than the semester before, subject to specific deadlines. There may be an upper limit for places on each elective course. Normally, at least ten registered students are required for a course to be taught.

The following courses are elective for all students taking the Master’s Programme in Health Sciences, regardless of the specialisation chosen:

• HETEK4300 Bacteriology and Antimicrobial Resistance, 10 credits
• HETEK4200 Monitoring, Activity- and Movement Analysis, 10 credits
• HETEK4400 Digital Health and Homecare, 10 credits
• MAFAR4100 Innovation within Healthcare, 10 credits
• MAVIT5800 Introduction to Clinical Studies for Healthcare Personell, 10 credits
• MAVIT4800 Personalized Nutrition, 10 credits
• MAVIT5100 Health Communication, 10 credits
• SFV5100 Digital Revolution? Social Science Perspectives on Technology in the Health and Social Care Sector, 10 credits
• MSLV4200 Collaboration and Collaborative Managment, 10 credits

In addition, students taking the specialisations in assistive technology in health or biomedicine may choose the following course from the specialisation in radiography:

• MARAD4300 Medical Use of Radiation, 10 credits

Students taking the specialisations in biomedicine or radiography may also choose the following course from the specialisation in assistive technology in health:

• The Knowledge Base in Assistive Technology in Health, 10 credits

Study progress

The following progress requirements apply to the programme:

• Specialisation in biomedicine (full-time): The student must have passed all compulsory courses in the first year of study before starting on the master’s thesis
• Specialisation in assistive technology in health (part-time): The student must have passed all compulsory courses in the first year of study and the autumn semester in the second year before starting on the master’s thesis
• Specialisation in radiography (part-time): The student must have passed all courses in the first year of study and the autumn semester in the second year before starting on the master’s thesis
• Specialisation in radiography with special admission (part-time): The student must have passed the courses HETEK4000 and HETEK4100 before starting on the master’s thesis
• Some courses may have separate progress requirements; see the individual course descriptions.

Varied and student-active forms of teaching are used in the programme. Good learning outcomes are first and foremost dependent on the students’ own efforts. The number of hours allocated to structured teaching by the university will be relatively low. Own effort means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and, if relevant, practical skills training. Normal study progression demands a high level of self-activity. The most important work and teaching methods used in the courses in the programme are described below. The individual course descriptions state which work methods each course employs.

Web-based work and teaching methodsSeveral forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources can be used to prepare for teaching sessions, during seminars using the flipped classroom method, and as part of self-study. This form of teaching requires the students to come prepared for scheduled teaching sessions. Interaction may also take place digitally in the form of virtual meetings, webinars, workshops etc.

Self-study and student cooperation/group workLearning requires a high degree of own activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchange of ideas, presentations, discussions, written assignments and problem-based assignments, students will be encouraged to learn by conveying knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take the initiative to schedule and actively participate in study groups to promote learning.

Skills training/laboratory workDifferent forms of skills training or laboratory work may be included in the programme. Students will work on issues of relevance to the topic concerned, either individually or in groups, and will perform experiments, simulations or solve practical tasks that will demonstrate their theoretical understanding of different methods and techniques used in the field. They will also acquire the skills required to carry out the assignments in an independent manner.

Skills training may also include the use of digital tools to solve assignments or improve communication skills.

LecturesLectures are primarily used to introduce new subject matter, provide an overview of and highlight main elements and links within different topics, and also to convey relevant research-based issues and literature.

SeminarsSeminars emphasise dialogue and discussion between the lecturer(s) and students in order to stimulate students’ academic development. Oral student presentations and discussions are emphasised.

In connection with the master’s thesis, seminars are held where the theses are presented and discussed. The students receive feedback from their fellow students and teachers, which enables peer learning. Research-related issues, methods and academic supervision are among the topics discussed in the seminars. Seminars may also take place on digital collaboration platforms.

Projects, assignments and supervisionThrough project work, case studies, written assignments and the master’s thesis, students will formulate research questions for assignments that they work on over time, either individually or in cooperation with other students. They will learn theory and develop skills in using and referencing sources, analysis, discussion and written and oral communication. The primary purpose of this is to develop their ability to reflect critically, see elements in context and develop a deeper understanding of a subject.

Developing academic writing skills is a key aspect of all parts of the programme.

Supervision is an important component of the work on the master’s thesis. The supervision is intended to ensure that the project complies with principles of research ethics and help students to formulate research questions and ensure quality in the collection and analysis of data.

The increasing globalisation of the labour market and rapid social changes make it increasingly important to have international professional experience and knowledge of disciplines, language and culture. Internationalisation strengthens the academic community and promotes quality through international research collaboration, student and staff mobility and by highlighting international perspectives and challenges in teaching.

The students will gain access to specialist terminology in English through the syllabus, which comprises both textbooks and international research literature. Some of the courses will be taught in English and the programme will employ lecturers and guest lecturers with international experience.

The staff’s professional networks, research collaborations and cooperation with colleagues in other countries contribute to internationalisation. The programme is represented in international networks.

Courses adapted for incoming exchange studentsThe following courses have been adapted for incoming exchange students:

• HETEK4000 Interactions in Health and Technology (AUTUMN)
• HETEK4100 Theory of Science, Ethics and Research Methods (AUTUMN)
• MAATH4100 The Knowledge Base in Assistive Technology in Health (AUTUMN)
• HETEK4200 Monitoring, Activity- and Movement Analysis (AUTUMN)
• HETEK4400 Digital Health and Homecare (AUTUMN)
• HETEK4300 Bacteriology and Antimicrobial Resistance (AUTUMN)
• MABIO4600 Statistics, Quality Control and Quality Assurance (SPRING)
• MARAD4300 Medical Use of Radiation (AUTUMN)

Courses from HETEK can be combined with courses from other master’s programmes at OsloMet that are adapted for incoming exchange students.

Facilitation of outbound exchangesStudents taking the biomedicine specialisation who wish to take courses at an educational institution abroad as part of their master’s degree normally go on an exchange in the third semester. Students going on exchanges will be given an opportunity to write a master’s thesis worth 30 credits after the exchange stay. The students are responsible for finding relevant courses at partner institutions and must apply to have them approved in advance. An international coordinator is available to provide guidance on the choice of topic.

Master’s degree projectStudents taking the specialisations in assistive technology in health, biomedicine and radiography can complete their master’s project in full or in part at other educational institutions or with research groups abroad, and possibly also combine it with an elective course (10 credits). Incoming exchange students may also write their master’s thesis at OsloMet. Incoming and outbound exchanges in connection with master’s degree projects will depend on the availability of relevant assignments and supervisory capacity. Students can choose whether to write their master’s thesis in English or Norwegian. Outbound exchange students must write their thesis in English if the exchange is in a country outside Scandinavia.

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

Coursework requirements are all types of work, tests and compulsory attendance that are conditions for being allowed to take an exam. Required coursework is assessed as approved/not approved. Please see the course descriptions for more information about the coursework requirements that apply to each course.

The purpose of the coursework requirements is to:

• promote progress and academic development
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on health and technology issues

The programme mainly has coursework requirements in the form of compulsory attendance, various compulsory activities and written assignments.

Attendance and compulsory activities

Compulsory attendance or compulsory activities may be required in areas where students cannot acquire knowledge and skills simply by studying literature.

If a student exceeds the maximum limit for absence or fails to attend compulsory activities, the lecturer must assess whether and, if so, how, the student can compensate for the absence through e.g. an individual presentation or other written work. Absence that cannot be compensated for may lead to delayed progress in the programme.

Written assignments

Several courses have compulsory written assignments or reports as part of their coursework requirements. Written work that is not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment.

Students are entitled to a third attempt before the resit/rescheduled exam. An assignment that is not approved the third time it is submitted may lead to delayed progress in the programme.

Retten til å avlegge eksamen forutsetter godkjente arbeidskrav.

Avsluttende vurdering - emne 1: Individuell, skriftlig eksamen under tilsyn (seks timer).

Avsluttende vurdering - emne 2: Individuell, muntlig eksamen (omfang om lag 30 minutter).

Karakterskala

Ved gradert karakter gis det bokstavkarakterer med A som beste og E som dårligste karakter på bestått eksamen. Karakteren F brukes ved ikke bestått eksamen.

Vurderingskriterier

A: Fremragende prestasjon som klart utmerker seg. Klar, konsis fremstilling. Ingen betydelige faglige feil. Stor kreativitet og refleksjon.

B: Meget god prestasjon som ligger over gjennomsnittet. Viser evne til selvstendighet. En del kreativitet og refleksjon. Meget god framstilling. Ingen store faglige feil. Viser gjennomgående meget god forståelse.

C: Gjennomsnittlig prestasjon som er tilfredsstillende på de fleste områder. Fremstillingen kan ha svakheter, men ikke store. Viser god forståelse og refleksjon.

D: Prestasjon under gjennomsnittet. Har vist en del kunnskaper. Viser faglige svakheter ved fremstillingen og resultatene. Viser noe forståelse og refleksjon.

E: Prestasjon som tilfredsstiller minimumskravene. Viser noe kunnskap både matematisk og didaktisk. Viser liten selvstendig bruk av kunnskap og liten evne til forståelse og refleksjon.

F: (Ikke godkjent): Prestasjon som ikke tilfredsstiller minimumskravene.

Programplan for matematikk 1 for trinn 5–10 – oppdrag

Mathematics 1 for Grades 5–10

30 studiepoeng

Samlings- og nettbasert

Godkjent av studieutvalget 7. mai 2012

Siste revisjon godkjent 04.12.2015

Redaksjonell endring 30.11.2020

Gjeldende fra høstsemesteret 2021

Fakultet for lærerutdanning og internasjonale studier

Institutt for grunnskole- og faglærerutdanning