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 2021
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
2020-11-25
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
Välj En avhandling nedan utifrån eget intresseområde (ca 200 s.)
Matematikutbildningens mål och undervisningens ändamålsenlighet. Göteborg: NCM, Göteborgs universitet. (ca 50s)
2010
Bedömning i matematik pågår! : återkoppling för elevers engagemang och lärande
1. uppl. : Stockholm : Liber, 2013 - 217 s.
ISBN: 9789147105427 LIBRIS-ID: 14218335
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
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
Förstå och använda tal : en handbok
1. uppl. : Göteborg : Nationellt centrum för matematikundervisning (NCM), Göteborgs universitet, 2008 - 244 s. +
ISBN: 9789185143139 LIBRIS-ID: 11209856
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
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
Articles
OBLIGATORISK LITTERATUR
A teacher´s perspective of dyscalculia: Who counts? An interdisciplinary overview. Australian Journal of Learning Difficulties. May2013, Vol. 18 Issue 1, p1-16. (16s)
2013
Developing mathematical competence: From the intended to the enacted curriculum. The Journal of Mathematical Behavior, 33, 72-87
2014
Specialpedagogiska frågeställningar i matematik: en introduktion Ny, omarb. uppl
Pedagogiska institutionen, ca 30 s, 2015
Principles for the prevention and intervention of mathematics difficulties. Learning Disabilities Research and Practice
2001
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, 50-63. (13s)
2014
A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability, Scandinavian Journal of Educational Research, 60:2, 182-200 (ca 18 s.)
2016
Mathematical learning difficulties subtypes classification.
Frontiers in Human Neuroscience, 2014
Bedöming av kunskap- för lärande och undervisning i matematik. En teoretisk bakgrund.
Skolverket, 2010
Displaying Mathematical Literacy - Pupils Talk about Mathematical Activities. Journal of Curriculum and Teaching, 2(2), 55-61. (6s)
2013
Helping Students With Mathematical Disabilities to Succeed, Preventing School Failure. Preventing School Failure, 53(1), 2-7
2008
Articles
Välj EN artikel
Artiklar väljs och fördelas inom respektive seminariegrupp, vid kursintroduktionen. Redovisas i seminariegrupp den 15-16 oktober.Mathematics Education and Special Education: Searching for Common Ground and the Implication for Teacher Education. Mathematics Teacher Education and Development, Vol 11, 54-67
2009
Childrens mathematical achievement and its relation to working memory, test anxiety, self-regulation: A person-centred approach.Education Inquiry, 6 (1), 73-97
2015
Early Identification and Intervention for Students With Mathematics Difficulties. Journal of Lerning Disabilities. Vol 38 (4), 324-332
2005
Spontaneous focusing on numerosity as a domain- specific predictor of arithmetic skill. Journal of Experimental Child Psychology. Vol 107, 394-406
2010
The evolvement of numeracy and mathematical literacy curricula and the construction of hierarchies of numerate or mathematically literate subjects. ZDM Mathematics Education, 47, 599-609
2015
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
Learning difficulties, academic well-being and educational dropout: a person-centred approach. Learning and Individual Differences, 31, 1- 10
2014
The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving, Mathematical Thinking and Learning, 18:2, 107-124
2016
Teaching Children How to Use Language to Solve Maths Problems, Language and Education, 20:6
2006
Why Do Some Children Have Difficulty Learning Mathematics? Looking at Language for Answers. Preventing School Failure: Alternative Education for Children and Youth, Vol 54 (2), 111-118
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. Vol 37 (3), 130-138
2010
Scaffolding for mathematics teaching in inclusive primary classrooms: a video study. ZDM Mathematics Education, 47, 1079-1092
2015
Individuality in the Early Number Skill Components Underlying Basic Arithmetic Skills. Front Psychol. 2;9:1056. 1-11
2018
Relationships between learning environment and mathematics anxiety. Learning Environ Res 16: 297-313
2013
The language of mathematics: Investigating the ways language counts for childrens mathematical development. Journal of Experimental Child Psychology 115. 227-244
2013
What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5. International Electronic Journal of Mathematics Education. Jan2013, Vol. 8 Issue 1, p3-19
2013
Other Materials
Välj EN avhandling
Student har även möjlighet att välja annan avhandling efter godkännande av kursledningen. Redovisas i seminariegrupp den 15-16 oktober.Prövningen i en skola för alla. Nationella provet i matematik i det tredje skolåret. Doktorsavhandling. Umeå: Umeå universitet.
2015
Klassrumsbedömning i matematik på gymnasieskolans nivå. Licentiatavhandling. Linköping: Linköpings universitet.
2011
Difficult to read or difficult to solve? The role of natural language and other semiotic resources in mathematics tasks. Doktorsavhandling. Umeå: Umeå universitet.
2016
Handlingar i matematikklassrummet: En studie av undervisnings-verksamheter på lågstadiet då räknemetoder för addition och subtraktion är i fokus. Doktorsavhandling. Linköping: Linköpings universitet
2013
Perceptions of Mathematics in Preschool: -Now we have a way of talking about the mathematics that we can work with. Doktorsavhandling. Luleå: Luleå tekniska universitet
2015
Elever i matematiksvårigheter : lärare och elever om låga prestationer i matematik
Lund : Lunds universitet, 2019 - 217 sidor
ISBN: 9789188899477 LIBRIS-ID: q112bsnnnx3z14nr
Learning difficulties, academic well-being and educational pathways among adolescent students. Doktorsavhandling. Åbo: Åbo akademi University
2016
Takt och hållning - en relationell studie om det oberäkneliga i matematikundervisningen. Doktorsavhandling. Göteborg: Göteborgs universitet
2016
Om det inte är dyskalkyli vad är det då? En multimetodstudie av eleven i matematikproblem ur ett longitudiellt perspektiv. Doktorsavhandling i Pedagogiskt arbete Nr 7. Institutionen för matematik, teknik och naturvetenskap: Umeå universitet
2006
Stadieövergången mellan gymnasiet och universitet: Matematik och lärande ur ett studerandeperspektiv. Doktorsavhandling. Växjö: Acta Wexion.
2009
Mathematical Learning Disability: Cognitive Conditions, Development and Predictions. Doktorsavhandling. Linköping: Linköpings Universitet.
2013
Tillkommer artiklar och avhandlingar enligt instruktioner på Canvas/i studiehandledningen
Reference Literature
Att skapa en språkrik matematikundervisning : strategier och aktiviteter som bygger upp begreppslig förståelse
Lund : Studentlitteratur, [2019] - 134 sidor
ISBN: 9789144124971 LIBRIS-ID: bl1j2rng8vt1frds
Elefanten i klassrummet : att hjälpa elever till ett lustfyllt lärande i matematik
1. uppl. : Stockholm : Liber, 2011 - 228 s.
ISBN: 9789147099719 LIBRIS-ID: 12130555
Elevers svårigheter att lära sig matematik : hur de kan förstås och avhjälpas
Upplaga 1 : Lund : Studentlitteratur, [2019] - 154 sidor
ISBN: 9789144129198 LIBRIS-ID: x7b097wnvcqhmsn5
Från stötesten till byggsten : matematikdidaktiska möjligheter
Upplaga 1 : Lund : Studentlitteratur, [2019] - 130 sidor
ISBN: 9789144129204 LIBRIS-ID: lvc5fb1rj9b1dn2w
Framgångsrik undervisning i matematik : en praktisk handbok
Johanneshov : MTM, 2019 - 1 CD-R
Mathematics inside the black box - bedömning för lärande i matematikklassrummet
2. uppl. : Liber, 2014 - 44 s.
ISBN: 9789147114665 LIBRIS-ID: 16631739
Problemlösning och matematisk modellering
1. uppl. : Malmö : Gleerups Utbildning, 2015 - 214 s.
ISBN: 9789140692078 LIBRIS-ID: 18499185
Matematikundervisning : vetenskapliga perspektiv
Stockholm : Stockholms universitets förlag, 2011 - 231 s.
ISBN: 978-91-7656-668-8 LIBRIS-ID: 12076474
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