Mathematical Understanding and Teaching Methods – Underpinning Theory at Real Training - UCAS

Real Training

Degree level: Postgraduate

Mathematical Understanding and Teaching Methods – Underpinning Theory (Taught)

Course summary

The Mathematical Understanding and Teaching Methods – Underpinning Theory module is developed and delivered in partnership with Dyslexia Action. In this module, you will critically examine the research on the acquisition of mathematical understanding, considering both its applications and limitations. You will critically reflect upon the merits of a range of teaching approaches and resources. This module is an optional module on our SEND and Inclusion Programme and our Inclusive Educational Leadership Programme. Module leader: Gill Cochrane Start dates: 15 January, 15 May and 15 September every year. Time required to complete this course: Six months Key reasons why you should take this module:

  • Critically examine the influence of a range of factors on the typical and atypical acquisition of numeracy and other types of mathematical skills
  • Appraise a range of teaching approaches associated with the development of mathematical understanding
  • Evaluate a range of maths resources with reference to the cognitive and affective processes that contribute to mathematical understanding


The characteristics of a good mathematician – the core skills, habits of mind and how these contribute to mathematical competence Typical and atypical development of maths skills – factors affecting development Approaches to teaching maths and conceptualising mathematical understanding (e.g., relational versus instrumental understanding) Evaluating maths teaching methods Cognitive processes involved in mathematical reasoning/understanding Numeracy versus mathematical understanding Appraising resources – what makes a resource effective? Affective issues in maths learning

Assessment method

Your assessments will consist of the following: Quizzes covering key content for practice Case Study Analysis Summative assignments will include: Write an essay (3,000 words) on the theory and research surrounding mathematical cognition Design and deliver a presentation (2,000 words) on ‘Ideas for Teaching’

Qualified teacher status (QTS)

To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:

  • Course does not award QTS

How to apply

International applicants

This course is available online and can, therefore, be completed anywhere in the world. Please visit this page on our website - - for advice on payment options and other information relevant to those studying outside of the UK.

Entry requirements

You will need to hold an undergraduate degree You will need GCSE Maths at Grade C/4 or equivalent to take this module You must also have recent and relevant experience (a minimum of two years in a maths teaching/teaching support role) to be eligible for this module You will need to be working in an educational setting for this module. If you aren’t currently working in an educational setting you will need written permission from a senior member of staff to regularly access a setting. We can show you the best way to do this, enabling you to carry out our learning activities in your chosen setting.

Fees and funding

Tuition fees

England £1495 Module
Northern Ireland £1495 Module
Scotland £1495 Module
Wales £1495 Module

Additional fee information

No additional fees or cost information has been supplied for this course, please contact the provider directly.

Sponsorship information

We do not qualify for any sponsorships or funding but we do offer the option to pay for our modules in instalments of either 1, 3 or 10. Please get in touch if you would like to discuss this further.

Mathematical Understanding and Teaching Methods – Underpinning Theory at Real Training - UCAS