Text

Course syllabus - Mathematics for Teachers in Compulsory School Year 4-6, part 2

Scope

15.0 credits

Course code

MAA027

Valid from

Autumn semester 2026

Education level

Second cycle

Progressive Specialisation

A1N (Second cycle, has only first-cycle course/s as entry requirements)

Main area(s)

Organisation

Department of Educational Sciences and Arts

Ratified

2016-12-19

Revised

2025-11-03

Literature lists

Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.

    • Ratified date: 2025-08-29
    • Latest update: 2025-09-18

    Books

    Brehmer, Daniel

    Lärare lär av läromedel: att förstå, utvärdera och utvecklas av läromedel i matematik

    ISBN: 9789144159881

    LIBRIS-ID: 2k4sffmf0mnqh4f7

    Upplaga 1, Lund, Studentlitteratur, 170 sidor

    Bråting, Kajsa; Sollervall, Håkan; Stadler, Erika

    Algebra för lärare

    ISBN: 9789144167688

    LIBRIS-ID: k11xz3vph6d3tqzx

    Andra upplagan, Lund, Studentlitteratur, 197 sidor

    Bråting, Kajsa; Sollervall, Håkan; Stadler, Erika

    Sannolikhet och statistik för lärare

    ISBN: 9789144134550

    LIBRIS-ID: 1cz418czzw35dwdd

    Upplaga 1, Lund, Studentlitteratur, 100 sidor

    Helenius, Ola; Johansson, Maria

    Att bli lärare i matematik

    ISBN: 9789147122585

    LIBRIS-ID: 21977602

    Första upplagan, 241 sidor

    Kilhamn, C.; Nyman, R.

    Matematiska samtal i klassrummet: vägar till elevers lärande

    ISBN:9789147129171 LIBRIS-ID:lwqzvkpfjvj2h2bm

    Stockholm : Liber, 157

    Smith, Margret Schwan; Stein, Mary Kay; Brogren, Margareta

    5 undervisningspraktiker i matematik: för att planera och leda rika matematiska diskussioner

    ISBN: 9789127138582

    LIBRIS-ID: 16245644

    Stockholm, Natur & Kultur, 160 s.

    Articles

    Ball, D. L.; Cohen, Cohen, D. K.

    Reform by the book: what is or might be the role of curriculum materials in teacher learning and instructional reform. Educational Researcher 25(9), 6-8, 14

    D'Arcy, D.

    Hur feedback på uppgiftsnivå och processnivå kan skilja elevers resonemang åt i matematik. Examensarbete, Högskolan Dalarna

    Hill, H. C.; Ball, D. L

    The Curious - and Crucial - Case of Mathematical Knowledge for Teaching. Phi Delta Kappan 91(2), 68-71

    Larsson, Maria

    Orchestrating mathematical whole-class discussions in the problem-solving classroom: Theorizing challenges and support for teachers

    ISBN: 9789174852424

    LIBRIS-ID: 18590541

    URL: Link

    Västerås, Mälardalen University,

    Remillard, J. T.

    "How to Partner with Your Curriculum." Educational Leadership 74(2), 34-38

    Smith, M. K.; Engle, R. A.; Stein, M. K.

    Orchestrating discussions. Mathematics Teaching in the Middle School, 14, 549-556

    Stigler, J.; Hiebert, J.

    Teaching is a cultural activity. The teaching gap: Best ideas from the worlds teachers for improving education in the classroom.New York: The free press, s. 85-101

    URL.s

    Läroplan, LGR22, kommentarmaterial, diskussionsunderlag, diagnosmaterial, forskning m.m. Skolverket

    URL: https://www.skolverket.se/

    Lärportalen. Skolverket

    URL: https://larportalen.skolverket.se

    Nationellt centrum för matematikutbildning

    URL: https://ncm.gu.se

    Reference literature

    Bentley, Per Olof; Bentley, Christine

    Milstolpar och fallgropar i matematikinlärningen: matematikdidaktisk teori om misstag, orsaker och åtgärder

    ISBN: 9789147105854

    LIBRIS-ID: 18596692

    1. uppl., Stockholm, Liber, 218 s.

    Häggblom, Lisen

    Med matematiska förmågor som kompass

    ISBN: 9789144084381

    LIBRIS-ID: 14817317

    1. uppl., Lund, Studentlitteratur, 252 s.

    Miscellaneous

    Ytterligare litteratur som delas ut under kursens gång (kostnadsfritt).

Examination

OVN1, Exercise, 2 credits, active participation in discussions of solutions to tasks and problems, concerning learning outcomes 1, 3 and 5, grades Fail (U) or Pass (G).
LAB1, Laboratory work, 1 credit, active participation in laboratory works, concerning learning outcome 1, grades Fail (U) or Pass (G).
FSR1, Field study report, 3 credits, planning and reporting of completed lessons, concerning learning outcomes 2, 4, 5 and 11, grades Fail (U) or Pass (G).
FSR2, Field study report, 3 credits, analysis of curriculum material, concerning learning outcomes 4, 7, 8, 10 and 11, grades Fail (U), Pass (G) or Pass with distinction (VG).
SEM1, Seminar, 2 credits, active participation in literature seminars connected to field days and literature, concerning learning outcomes 5, 6, 9 and 10, grades Fail (U) or Pass (G).
TEN1, Written examination, 4 credits, individual written examination, concerning learning outcomes 1 and 3, 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 FSR2 and TEN1.

A student who has a certificate from MDU regarding disability study support, can request adaptions for the examination. It is the examiner who takes decisions on any adaptions, based on the certificate and other conditions.

Grade

Three-grade scale