Course syllabus - Developing Mathematical Environments
Scope
7.5 credits
Course code
MAA015
Valid from
Autumn semester 2018
Education level
First cycle
Progressive Specialisation
G2F (First cycle, has at least 60 credits in first-cycle course/s as entry requirements).
Main area(s)
School
School of Education, Culture and Communication
Ratified
2015-12-10
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
Läroplan för förskolan Lpfö 98
[Ny, rev. utg.] : Stockholm : Skolverket, 2010 - 16 s.
ISBN: 978-91-38-32538-4 LIBRIS-ID: 12015180
Problemlösning som utgångspunkt : matematikundervisning i förskoleklass
1. uppl. : Stockholm : Liber, 2016 - 112 s.
ISBN: 9789147117154 LIBRIS-ID: 18708725
Matematikdidaktik i förskolan : att utveckla lekfulla, matematiska barn
1. uppl. : Malmö : Gleerups, 2016 - 156 s.
ISBN: 9789140691316 LIBRIS-ID: 19468435
De yngsta barnens matematik
1. uppl. : Stockholm : Liber, 2015 - 192 s.
ISBN: 9789147111664 LIBRIS-ID: 17759784
Articles
Toddlers as mathematicians
Australian Journal of Early Childhood, 2012
Motivational Qualities of Mathematical Experiences For Turkish Preservice Kindergarten Teachers
International Journal of Environmental & Science Education, 2008
Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94(4), 762
2002
The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. Journal of School Psychology, 49(3), 281-299
2011
A longitudinal study exploring the relationship of representational levels of three aspects of preschool sociodramatic play and early academic skills. Journal of Research in Childhood Education, 23(1), 19-28
2008
The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities. Early Child Development and Care, 180(8), 1005-1017
2010
What counts in the development of young children's number knowledge?. Developmental psychology, 46(5), 1309
2010
Web Addresses
Reference Literature
Små barns matematik : erfarenheter från ett pilotprojekt med barn 1 - 5 år och deras lärare
1. uppl. : Göteborg : NCM, Göteborgs universitet, 2006 - 190 s.
ISBN: 91-85143-04-9 LIBRIS-ID: 10074978
Att undervisa barn i förskolan
1. uppl. : Stockholm : Liber, 2013 - 117 s.
ISBN: 9789147111329 LIBRIS-ID: 14225731
Hur blir man matematisk? : att skapa nya relationer till matematik och genus i arbetet med yngre barn
1. uppl. : Stockholm : Liber, 2011 - 126 s.
ISBN: 978-91-47-09324-3 LIBRIS-ID: 12281215
Matematik för alla : aktiv matematik från förskoleundervisning till förskoleklass
1. uppl. : Lund : Studentlitteratur, 2013 - 116 s.
ISBN: 9789144085272 LIBRIS-ID: 14719074
Hur många plommon ryms i Majas mage? : matematikundervisning i förskolan
Stockholm : Lärarförbundets förlag, 2012 - 143 s.
ISBN: 978-91-979023-6-6 (korr.) LIBRIS-ID: 12683380
Lekfull matematik i förskolan
Stockholm : Lärarförbundet, 2013 - 166 s.
ISBN: 9789198084948 LIBRIS-ID: 14701270
Skapande förskola : matematik
1. uppl. : Lund : Studentlitteratur, 2013 - 88 s.
ISBN: 978-91-44-08929-4 LIBRIS-ID: 13563855
Små barns matematik : undervisning & lärande
2 rev. uppl. : Göteborg : NCM, Göteborgs universitet, 2016 - 169 s.
ISBN: 9789185143290 LIBRIS-ID: 19660988
-
Books
Läroplan för förskolan Lpfö 98
[Ny, rev. utg.] : Stockholm : Skolverket, 2010 - 16 s.
ISBN: 978-91-38-32538-4 LIBRIS-ID: 12015180
Problemlösning som utgångspunkt : matematikundervisning i förskoleklass
1. uppl. : Stockholm : Liber, 2016 - 112 s.
ISBN: 9789147117154 LIBRIS-ID: 18708725
Matematikdidaktik i förskolan : att utveckla lekfulla, matematiska barn
1. uppl. : Malmö : Gleerups, 2016 - 156 s.
ISBN: 9789140691316 LIBRIS-ID: 19468435
De yngsta barnens matematik
1. uppl. : Stockholm : Liber, 2015 - 192 s.
ISBN: 9789147111664 LIBRIS-ID: 17759784
Articles
Toddlers as mathematicians
Australian Journal of Early Childhood, 2012
Motivational Qualities of Mathematical Experiences For Turkish Preservice Kindergarten Teachers
International Journal of Environmental & Science Education, 2008
Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94(4), 762
2002
The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. Journal of School Psychology, 49(3), 281-299
2011
A longitudinal study exploring the relationship of representational levels of three aspects of preschool sociodramatic play and early academic skills. Journal of Research in Childhood Education, 23(1), 19-28
2008
The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities. Early Child Development and Care, 180(8), 1005-1017
2010
What counts in the development of young children's number knowledge?. Developmental psychology, 46(5), 1309
2010
Web Addresses
Reference Literature
Små barns matematik : erfarenheter från ett pilotprojekt med barn 1 - 5 år och deras lärare
1. uppl. : Göteborg : NCM, Göteborgs universitet, 2006 - 190 s.
ISBN: 91-85143-04-9 LIBRIS-ID: 10074978
Att undervisa barn i förskolan
1. uppl. : Stockholm : Liber, 2013 - 117 s.
ISBN: 9789147111329 LIBRIS-ID: 14225731
Hur blir man matematisk? : att skapa nya relationer till matematik och genus i arbetet med yngre barn
1. uppl. : Stockholm : Liber, 2011 - 126 s.
ISBN: 978-91-47-09324-3 LIBRIS-ID: 12281215
Matematik för alla : aktiv matematik från förskoleundervisning till förskoleklass
1. uppl. : Lund : Studentlitteratur, 2013 - 116 s.
ISBN: 9789144085272 LIBRIS-ID: 14719074
Hur många plommon ryms i Majas mage? : matematikundervisning i förskolan
Stockholm : Lärarförbundets förlag, 2012 - 143 s.
ISBN: 978-91-979023-6-6 (korr.) LIBRIS-ID: 12683380
Lekfull matematik i förskolan
Stockholm : Lärarförbundet, 2013 - 166 s.
ISBN: 9789198084948 LIBRIS-ID: 14701270
Skapande förskola : matematik
1. uppl. : Lund : Studentlitteratur, 2013 - 88 s.
ISBN: 978-91-44-08929-4 LIBRIS-ID: 13563855
Små barns matematik : undervisning & lärande
2 rev. uppl. : Göteborg : NCM, Göteborgs universitet, 2016 - 169 s.
ISBN: 9789185143290 LIBRIS-ID: 19660988
Examination
TEN2, Written examination, 2 credits, individual written examination concerning learning outcomes 1-2, grades Fail (U), Pass (G) or Pass with distinction (VG).
FSR1, Field study report, 1.5 credits, field study report on mathematics in everyday life concerning learning outcomes 1-4, grades Fail (U) or Pass (G).
SEM2, Seminar, 1 credit, active participation in literature seminars concerning learning outcomes 1-2, grades Fail (U) or Pass (G).
OBN1, Compulsory attendance, 0.5 credits, active participation in workshops concerning learning outcome 3, grades Fail (U) or Pass (G).
OVN1, Exercise, 0.5 credits, active participation in workshops concerning learning outcome 4, grades Fail (U) or Pass (G).
INL2, Written assignment, 2 credits, written assignment concerning learning outcomes 1-5, grades Fail (U), Pass (G) or Pass with distinction (VG).
For Pass with distinction (VG) on the course as a whole, the student must have earned that grade for TEN2 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