Print Course syllabus
Course syllabus - Working as a Special Needs Teacher with Learning Mathematics I
Scope
15 credits
Course code
SQA915
Valid from
Autumn semester 2018
Education level
Second cycle
Progressive Specialisation
A1F (Second cycle, has second-cycle course/s as entry requirements).
Main area(s)
Special Needs Education
School
School of Education, Culture and Communication
Ratified
2016-12-19
Revised
2017-12-12
Status
This syllabus is not current and will not be given any more
Literature lists
Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.
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Books
Bedömning i matematik pågår! : återkoppling för elevers engagemang och lärande
1. uppl. : Stockholm : Liber, 2013 - 217 s.
ISBN: 9789147105427 LIBRIS-ID: 14218335
Elefanten i klassrummet : att hjälpa elever till ett lustfyllt lärande i matematik
1. uppl. : Stockholm : Liber, 2011 - 228 s.
ISBN: 9789147099719 LIBRIS-ID: 12130555
Ansvar för matematiklärande : effekter av undervisningsansvar i det flerspråkiga klassrummet
Göteborg : Acta universitatis Gothoburgensis, 2011 - 149 s.
ISBN: 978-91-7346-711-7 LIBRIS-ID: 16773818
Mathematics inside the black box - bedömning för lärande i matematikklassrummet
2. uppl. : Liber, 2014 - 44 s.
ISBN: 9789147114665 LIBRIS-ID: 16631739
Dyskalkyli - finns det? : aktuell forskning om svårigheter att förstå och använda tal
Göteborg : Nationellt centrum för matematikutbildning, Göteborgs universitet, 2009 - 96 s.
ISBN: 9789185143146 LIBRIS-ID: 11594291
URL: Fulltext
När siffrorna skapar kaos : matematiksvårigheter ur ett specialpedagogiskt perspektiv
1. uppl. : Stockholm : Liber, 2011 - 239 s.
ISBN: 978-91-47-10002-6 LIBRIS-ID: 12239798
Matematikundervisning : vetenskapliga perspektiv
Stockholm : Stockholms universitets förlag, 2011 - 231 s.
ISBN: 978-91-7656-668-8 LIBRIS-ID: 12076474
Flerspråkiga matematikklassrum : diskurser i grundskolans matematikundervisning
Stockholm : Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet, 2010 - 133 s.
ISBN: 978-91-7447-149-6 LIBRIS-ID: 12682487
URL: Link
Om det inte är dyskalkyli - vad är det då? : en multimetodstudie av eleven i matematikproblem ur ett longitudinellt perspektiv
Umeå : Umeå universitet, 2006 - [4], 273 s.
ISBN: 91-7264-047-2 LIBRIS-ID: 10146831
URL: Link
Stadieövergången mellan gymnasiet och universitetet : matematik och lärande ur ett studerandeperspektiv
Växjö : Växjö University Press, 2009 - 230 s.
ISBN: 9789176366905 LIBRIS-ID: 11707037
URL: Link
Why is math so hard for some children? : the nature and origins of mathematical learning difficulties and disabilities
Baltimore, Md. : Paul H. Brookes Pub. Co., cop. 2007. - xxviii, 457 p.
ISBN: 978-1-55766-864-6 LIBRIS-ID: 10432910
URL: Link
Prövningen av en skola för alla : nationella provet i matematik i det tredje skolåret
Umeå : Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet, 2015 - 114 s.
ISBN: 978-91-7601-314-4 LIBRIS-ID: 18445914
Klassrumsbedömning i matematik på gymnasieskolans nivå
Linköping : Linköping University, 2011 - vii, 108 s.
URL: Sammanfattning och fulltext från Linköping University Electronic Press
Difficult to read or difficult to solve? : the role of natural language and other semiotic resources in mathematics tasks
Umeå : Department of Mathematics and Mathematical Statistics, Umeå universitet, 2016 - 74 s.
ISBN: 978-91-7601-554-4 LIBRIS-ID: 19719713
Handlingar i matematikklassrummet : en studie av undervisningsverksamheter på lågstadiet då räknemetoder för addition och subtraktion är i fokus
Linköping : Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2013 - 272 s., [2] bl.
ISBN: 9789175194936 (Print) LIBRIS-ID: 14767534
URL: Sammanfattning och fulltext från Linköping University Electronic Press
Learning difficulties, academic well-being and educational pathways among adolescent students
Vasa, Finland : Åbo Akademi University, 2016. - 158 sivua
ISBN: 978-952-12-3463-7 LIBRIS-ID: 21670570
URL: Link
Articles
Matematik- utbildningens mål och undervisningens ändamålsenlighet
Göteborg: NCM, Göteborgs universitet, 2010
Developing mathematical competence: From the intended to the enacted curriculum.
The Journal of Mathematical Behavior, 2014
Mathematics Education and Special Education: Searching for Common Ground and the Implications for Teacher Education.
Mathematics Teacher Education and Development, 2009
Specialpedagogiska frågeställningar i matematik: en introduktion Ny, omarb. uppl
Pedagogiska institutionen, ca 30 s, 2015
Räknespår
Göteborg: NCM. Nämnaren, tidskrift för matematikundervisning, 2000
Bedöming av kunskap- för lärande och undervisning i matematik. En teoretisk bakgrund.
Skolverket, 2010
Matematikundervisningen i grundsärskolan. En utvärdering av Matematiksatsningen
Skolverket, 2011
Relationships between learning environment
Learning Environ Res 16:297-313, 2013
Mathematical learning difficulties subtypes classification
Frontiers in Human Neuroscience. Volume 8. Article 57. s1-3, 2014
Early Identification and Intervention for Students With Mathematics Difficulties
Journal of Lerning Disabilities. Vol 38, number 4, 2005
Basic Arithmetical Skills of Students with Learning Disabilities in the Secondary Special Schools: An Exploratory Study covering Fifth to Ninth Grade
. Frontline Learning Research 3 (2014) 50-63, 2014
Spontaneous focusing on numerosity as domain-specific predictor of arithmetical skill.
Journal of Experminental Child Psychology, 2010
How can I help my students with learning disabilities in mathematics? Redimat-revista de investigacion en didactica de las matematicas, 5(1), 56-73.
2016
Why Do Some Children Have Difficulty Learning Mathematics ? Looking at Language for Answers.
Preventing School Failure: Alternative Education for Children and Youth, 2009
'I like it instead of maths': how pupils with moderate learning difficulties in Scottish primary special schools intuitively solved mathematical word problems.
British Journal of Special Education, 2010
Childrens mathematical achievement and its relation to working memory, test anxiety, self-regulation: A person-centred approach. Theme: Special Education
Education Inquiry, 6(1), 73-97, 2015
Individuality in the Early Number Skill Components Underlying Basic Arithmetic Skills. Front Psychol. 2;9:1056. 1-11
2018
The language of mathematics: Investigating the ways language counts for childrens mathematical development
Journal of Experimental Child Psychology, 2013
Other materials
Tillkommer artiklar och rapporter enligt studiehandledningen
Examination
INL1, Written assignment, 7 credits, written assignment concerning learning outcomes 1-2, grades Fail (U), Pass (G) or Pass with distinction (VG).
FSR1, Field study report, 3 credits, field study concerning learning outcome 3, grades Fail (U) or Pass (G).
FSR2, Field study report, 3 credits, field study concerning learning outcome 4, grades Fail (U) or Pass (G).
OBN1, Compulsory attendance, 2 credits, compulsory attendance and active participation concerning learning outcomes 1-4, grades Fail (U) or Pass (G).
A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.
Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.
Grade
Pass with distinction, Pass, Fail