Course syllabus - Working as a Special Needs Teacher with the Learning Mathematics II
Scope
15 credits
Course code
SQA158
Valid from
Spring semester 2025
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
2023-12-12
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
Lärares bedömningsarbete : förutsättningar, villkor, agens
Första utgåvan : [Stockholm] : Natur & kultur, [2018] - 215 sidor
ISBN: 9789127823020 LIBRIS-ID: 22073356
Förstå och använda tal : en handbok
Upplaga 2:1 : Göteborg : Nationellt centrum för matematikutbildning, 2020 - 248 s.
ISBN: 9789185143405 LIBRIS-ID: 5jgmt92c3c31vqp8
Articles
Allmänna råd. Extra anpassningar, särskilt stöd och åtgärdsprogram
Skolverket, 2022
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.
Berry, R., & Kim, N. (2008). Exploring teacher talk during mathematics instruction in an inclusion classroom. The Journal of Educational Research, 101(6), 363-377.
Sålla agnarna från vetet - Kritiska perspektiv på bedömning i matematik. In: Valero, P et al (eds.), Matematikundervisningens sociopolitiska utmaningar.
Stockholm: Stockholm University Press, 2022
Bryant, P.D., Pfannensteil., H.K., Bryant., R. B., Roberts, G., Fall., A-M., Nozair, M., & Lee, J. (2021). Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention. SAGE, 45(1), 99-121.
Bødtker Sunde, P. & Pind, P. (2016). Comparison of Two Test Approaches for Detecting Mathematical Difficulties. I L. Lindenskov (red.), Special Needs in Mathematics Education (s. 141-157). Danish School of Education, Aarhus University.
URL: https://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_18_-_Udgivet_version.pdf
Cirino, T.P., Fuchs, L.S., Elias, T.J., Powell, S.R., & Schumacher, F. (2015). Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties, Journal of Learning Disabilities, 48(2), 156-175.
Colomer, C., Re, A. M., Miranda, A., & Lucangeli, D. (2013). Numerical and Calculation Abilities in Children with ADHD. Learning Disabilities - A Contemporary Journal 11(2), 1-15.
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.
Fuchs, L., Fuchs, D., Powell, S., Seethaler, P., Cirino, P., & Fletcher, J. (2008). Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice. Learning disability quarterly.
Journal of the Division for Children with Learning Disabilities. 31. 79-92,
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
Hellstrand, H. (2021). Early Numeracy Development: Identifying and Supporting Children at Risk for Mathematical Learning Difficulties. (Phd). Faculty of Education and Welfare Studies Åbo Akademi University Turku, Finland.
URL: https://www.doria.fi/bitstream/handle/10024/180865/hellstrand_heidi.pdf?sequence=1&isAllowed=y
Karlsson, I. (2019). Elever i matematiksvårigheter: Lärare och elever om låga prestationer i matematik. (Phd). Institutionen för utbildningsvetenskap, Lunds universitet.
URL: https://lucris.lub.lu.se/ws/portalfiles/portal/66260850/Ingemar_Karlsson_komplett_1_.pdf
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
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
Lein, A. E., Jitendra, A. K., and Harwell, M. R. (2020). Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. J. Educ. Psychol. 112 (7), 1388-1408.
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
Bedömning i matematik - i lärandets och undervisningens tjänst. Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet
2019
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
Powell, S. R., Berry, K. A., Acunto, A. N., Fall, A.-M., & Roberts, G. (2022). Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Studys Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty.
Journal of Learning Disabilities, 55(5), 359374.,
URL: https://doi-org.ep.bib.mdh.se/10.1177/00222194211047635
Prediger, S., Erath, K. & Moser Opitz, E. (2019). The language dimension of mathematical difficulties. In A. Fritz, V. Haase, P. Räsänen (Eds.), International Handbook of math learning difficulties: From the laboratory to the classroom (pp. 437-455). Cham: Springer.
Akademin för utbildning, kultur och kommunikation,
Randall, I.C., & Camel CA. (2005). Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics. NCM Journal 7(3), 9-24. Springer.
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
Wettergren. S. (2013). SAM-tal om bedömning och matematikkunnighet. En studie av lärares tankestilar. Licentiatuppsats. Stockholm: Stockholms universitet.
Reference Literature
Miscellaneous
Examination
INL1, Written assignment, 4 credits, written assignment concerning learning outcomes 1 and 5, grades Fail (U), Pass (G) or Pass with distinction (VG).
INL2, Written assignment, 5 credits, written assignment concerning learning outcomes 4 and 5, grades Fail (U), Pass (G) or Pass with distinction (VG).
FSR1, Field study report, 4 credits, field study concerning learning outcomes 2, 3 and 5, 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