Text

Course syllabus - Working as a Special Needs Teacher with the Learning Mathematics II

Scope

15 credits

Course code

SQA916

Valid from

Spring semester 2022

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.

    • Ratified date: 2021-11-22
    • Latest update: 2021-11-22

    Books

    Berch, Daniel B.; Mazzocco, Michèle M. M.

    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

    (Kapitel 17 och 18.)

    Articles

    Obligatoriska artiklar

    Ashcraft, M.H. (2002). Math Anxiety: Personal, educational, and cognitive consequences. American Psychological Society, 11; 5, 181-185.

    URL: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1069.3683&rep=rep1&type=pdf

    Asp-Onsjö, L., & Öhrn, E. (2015). To pass the test: The timing of boys’ parallell positioning. Education Inquiry 6(2), 141-157.

    URL: https://doi.org/10.3402/edui.v6.25466

    Berry, R., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in an inclusion classroom. The Journal of Educational Research, 101(6), 363-377.

    URL: https://doi.org/10.3200/JOER.101.6.363-378

    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.

    URL: https://uia.brage.unit.no/uia-xmlui/bitstream/handle/11250/138183/Erfjord_2012_Kindergarten.pdf?sequence=1&isAllowed=y

    Grothérus, A., Jeppsson F., & Samuelsson J. (2019). Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation. VOL. 27, NO. 5, 667-690. Doi:10.1080/09650792.2018.1538893

    URL: https://doi-org.ep.bib.mdh.se/10.1080/09650792.2018.1538893

    Kerstin Göransson, Tina Hellblom-Thibblin & Eva Axdorph (2016) A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability, Scandinavian Journal of Educational Research, 60:2, 182-200, DOI: 10.1080/00313831.2015.1017836

    Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing Levels and Components of a Math-Talk Learning Community, Journal for Research in Mathematics Education JRME, 35(2), 81-116. Retrieved Nov 19, 2021

    URL: https://pubs-nctm-org.ep.bib.mdh.se/view/journals/jrme/35/2/article-p81.xml

    Koljonen, T. (2020). Finnish mathematics curriculum materials and teachers´ interaction with them in two cultural-educational contexts. Doktorsavhandling. Åbo Akademi.

    URL: https://www.doria.fi/bitstream/handle/10024/178511/koljonen_tuula.pdf?sequence=1&isAllowed=y

    Avhandling

    Larsson, M. (2015). “Orchestrating mathematical whole-class discussions in the problem-solving classroom - Theorizing challenges and support for teachers”. Västerås: Mälardalens högskola. Doktorsavhandling.

    Avhandling

    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.

    URL: https://dpu.au.dk/fileadmin/edu/Cursiv/CURSIV_18_-_Udgivet_version.pdf

    (Läs 4 kapitel: s. 55-66, 81-106, 107-122, 141-158 och 177-188.)

    Peng, A., & Nyroos, M. (2012). Values in Effective Mathematics Lessons in Sweden : what do they tell us? The Montana Mathematics Enthusiast, 9(3), 409-430

    URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-50311

    Petersson, J., & Norén, E. (2017). To halve a fraction?: An issue for second language learners. Education Inquiry, 8(3), 173-191. https://doi.org/10.1080/20004508.2016.1275187

    Roos, H., Lindfors, M., & Bagger, A. (2020). Educational settings in relation to special educational needs in mathematics. Nordisk Matematikkdidaktikk, NOMAD, 25(3-4), 95-113.

    URL: http://ncm.gu.se/wp-content/uploads/1605/83/25_34_095114_roos.pdf

    Skolverket. (2014, 2018). Allmänna råd för arbete med extra anpassningar, särskilt stöd och åtgärdsprogram. Stockholm: Skolverket.

    (OBS! Reviderade allmänna råd beräknas vara klara 2021/2022.)

    Vetenskapsrådet. (2015). Delrapport från skolforskningsprojektet: Kartläggning av forskning om formativ bedömning, klassrumsundervisning och läromedel i matematik. Stockholm: Skolverket.

    (Kap 2 Formativ bedömning; kap 3 Classroom teaching; kap 4 Curriculum programs.)

    Wettergren. S. (2013). SAM-tal om bedömning och matematikkunnighet. En studie av lärares tankestilar. Licentiatuppsats. Stockholm: Stockholms universitet.

    (Sid 11-102.)

    URLs

    Skolforskningsinstitutet

    URL: https://www.skolfi.se/forskningssammanstallningar/

    PRISMA Statement

    URL: http://www.prisma-statement.org/

    Reference Literature

    Lindström, Lars; Lindberg, Viveca; Pettersson, Astrid

    Pedagogisk bedömning : att dokumentera, bedöma och utveckla kunskap

    3. uppl. : Stockholm : Liber, 2013 - 270 s.

    ISBN: 9789147114580 LIBRIS-ID: 15122328

    McIntosh, Alistair

    Förstå och använda tal : en handbok

    1. uppl. : Göteborg : Nationellt centrum för matematikundervisning (NCM), Göteborgs universitet, 2008 - 244 s. +

    ISBN: 9789185143139 LIBRIS-ID: 11209856

    Mer än matematik : om språkliga dimensioner i matematikuppgifter

    Stockholm : Myndigheten för skolutveckling, 2008 - 46 s.

    ISBN: 9789185589463 LIBRIS-ID: 10671595

    URL: Fulltext

    Boesen, Jesper

    Lära och undervisa matematik : internationella perspektiv

    Göteborg : Nationellt centrum för matematikutbildning, cop. 2006 - 290 s.

    ISBN: 91-85143-05-7 LIBRIS-ID: 10206462

    Matematikundervisning i praktiken

    1. uppl. : Göteborg : Nationellt centrum för matematikutbildning (NCM), Göteborgs universitet, 2014 - 470 s.

    ISBN: 9789185143245 LIBRIS-ID: 14982487

    Dahlberg, Ulrica; Dippe, Günther; Flognman, Calle; Kilhamn, Cecilia; Nyström, Peter; Sterner, Görel; Wallby, Karin; Wikström, Rose-Marie; Nilsson, Lena

    Intensivundervisning i matematik

    Upplaga 1:1 : Göteborg : Nationellt centrum för matematikutbildning, [2020] - 137 sidor

    ISBN: 9789185143399 LIBRIS-ID: x97mpcbkvcxhj00d

    Roos, Helena

    Inkluderande matematikundervisning

    Första utgåvan : Stockholm : Natur & Kultur, [2020] - 111 sidor

    ISBN: 9789127828001 LIBRIS-ID: r3dmcq84p9tf2f8w

    Other Materials

    Inom ramen för den obligatoriska litteraturen ska du dels välja en eget val av avhandling (monografi eller kappa till sammanläggningsavhandling) med relevans för det specialpedagogiska kunskapsområdet och att arbeta som speciallärare med matematikutveckling, dels en egen val av artikel som handlar om matematiksvårigheter och metoder för att som speciallärare möta hinder i matematikutveckling.

    Dessutom tillkommer artiklar med fokus på neuropsykiatriska funktionsnedsättningar och matematik, och eventuellt avhandlingar som väljs i samråd med specialiseringsansvarig.

    Totalt tillkommer ca 500 sidor egenvald litteratur som i huvudsak redovisas i INL2.

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