Mathematical Enquiry

The aims for this module relate to the SEEC level descriptors for Level 6 study. Students are provided with the opportunity to study an aspect of mathematics that has caught their interest, based on previous personal study or on experiences met in earlier modules in the course.  The focus will be the subject content of their area of study, and their critical reflections on their learning of mathematics and on the nature of the mathematical activity they have undertaken.

In relation to the SEEC level descriptors for Level 6 study, by the end of the module students should be able to:

1. demonstrate a depth of understanding of a chosen area of mathematics;
2. demonstrate ability to engage independently in extended mathematical activity and enquiry;
3. show further development of understanding of the nature of mathematics;
4. reflect critically on the educational and mathematical value of mathematical enquiry.

The mathematical content will depend on negotiation as part of the "Contract of Enquiry".  Areas of study may be constrained by the availability of resources but otherwise will be open to negotiation. Students will also communicate their research to others who may not have engaged in or be particularly knowledgeable about their specific foci.  The nature of and approaches to mathematical enquiry will be a focus of the taught areas of the module.

The first step in this module is the identification of the student's area of enquiry.  A ‘Contract of Enquiry’ between the course tutor and each student will be drawn up and agreed at the start of the module. This agreement will include:

• Title
• Area of study including starting point and direction of study.
• Methodology
• Timetable including support to be provided
• Resources needed
• Form and date of final presentation/submission. 
• Method of assessment and appropriate assessment criteria.

Tutor-led sessions will be used to introduce the enquiry, the agreement and to raise common concerns about methodology, presentation or issues relating to ways of enquiring mathematically.  Individual tutorials will be provided on a regular basis.

Students will be encouraged to work in their own ways and in their own directions, to learn from and to contribute to the enquiries of others.  To assist in this process it is intended that students are aware of the need to develop a conjecturing atmosphere in sessions in which all contributions are positively received and differences in background and approaches of fellow students are welcomed.  Where appropriate, student support groups will be established to both support and criticise constructively each others’ enquiries.

Work on their areas of study may be kept in the form of a Journal which will be both an "account of" and an "account for" their work.  The work they do will be discussed at the support groups and the journal will be used as a basis for their report at the end of the module.

This will depend on the students’ choice of enquiry.  It is likely that they will refer to books, journals and where appropriate information technology.

School home:

School of Education