Print Course syllabus
Course syllabus - Working as a Special Needs Teacher with the Learning Mathematics II
Scope
15 credits
Course code
SQA916
Valid from
Spring semester 2019
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
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
Tillkommer: ca 500 sidor egen vald litteratur i samband med INL2. Samt val av en artikel och en avhandling utifrån urvalet som kursledningen har tagit fram.
Compendiums
Koljonen, T. (2014). Finnish Teacher Guides in Mathematics: Resources for Primary School Teachers in Designing Teaching. Mälardalen University Press. Licentiate Theses No. 178.
Larsson, M. (2015). Orchestrating mathematical whole-class discussions in the problem-solving classroom - Theorizing challenges and support for teachers. Västerås: Mälardalens högskola. Doktorsavhandling.
Liljekvist, Y. (2014). Lärande i matematik. Om resonemang och matematikuppgifters egenskaper. Doktorsavhandling. Karlstad University Studies.
Lindenskov, L. (Ed.). (2016). Special Needs in Mathematics Education. Aarhus: CURSIV 18, Danish School of Education, Aarhus University.
Skolverket. (2014). Allmänna råd för arbete med extra anpassningar, särskilt stöd och åtgärdsprogram. Stockholm: Skolverket.
Vetenskapsrådet. (2015). Delrapport från skolforskningsprojektet: Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik. Stockholm: Skolverket.
Wettergren. S. (2013). SAM-tal om bedömning och matematikkunnighet. En studie av lärares tankestilar. Licentiatuppsats. Stockholm: Stockholms universitet.
Articles
Ashcraft, M.H. (2002). Math Anxiety: Personal, educational, and cognitive consequences. American Psychological Society, 11; 5, 181-185.
Berry, R. & Kim, N. (2008). Exploring teacher talk during mathematics instruction in an inclusion classroom. The Journal of Educational Research, 101(6), 363-377.
Dowker, A., Sarkar, A., & Yen Lool, C. (2016). Mathmeatics anxiety: What have we learned in 60 years? Fronier in Psychology, 7(508), 1-16. Doi: 10.3389/fpsyg.2016.00508
Erfjord, I., Hundeland, P. S., Carlsen, M. (2012). Kindergartens teachers accounts of their developing mathematical practice. ZDM The International Journal on Mathematics Education, 44, 653-664.
Grothérus, A., Jeppsson F., & Samuelsson J. (2018). Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation. Doi: 10.1080/09650792.2018.1538893.
Göransson, K., Hellblom-Thibblin, T., & Axdorph, E. (2015) A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability. Scandinavian Journal of Educational Research.
Hufferd-Ackles, K., & Sherin, M. G (2004) Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81-116.
Peng, A., & Nyroos, M. (2012). Values in effective mathematics lessons in Sweden: what do they tell us? Mathematics Enthusiast. 9 (3), 409-429.
Reference Literature
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
Other Materials
Hummel, J. H., Whatley, M. A., Monetti, D. M., Briihl, D. S., & Adams, K. S. (2009). Using the 6th edition of the APA manual: A guide for students. A paper presented at the annual meeting of the Georgia Educational Research Association, Savannah.
A Guide to APA Referencing Style: 6 th Edition. (2017). Produced by UCOL, Universal college of learning. Palmerston North Technical school: New Zealand.
Examination
INL1, Written assignment, 4 credits, written assignment concerning learning outcome 1, grades Fail (U), Pass (G) or Pass with distinction (VG).
INL2, Written assignment, 5 credits, written assignment concerning learning outcome 4, grades Fail (U), Pass (G) or Pass with distinction (VG).
FSR1, Field study report, 4 credits, field study concerning learning outcomes 2-3, 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).
For Pass with distinction (VG) on the course as a whole, the student must have earned that grade for INL1 and INL2.
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