Print Course syllabus
Course syllabus - Working as a Special Needs Teacher with the Learning Mathematics II
Scope
15.0 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
Organisation
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
Hjärnan i matematikundervisningen: erfarenhet, vetenskap, klassrumspraktik
ISBN: 9789127823716
Sålla agnarna från vetet Kritiska perspektiv på bedömning i matematik. In: Valero, P et al (eds.), Matematikundervisningens sociopolitiska utmaningar
Att vara speciallärare: med specialisering språk-, skriv- och läsutveckling, matematikutveckling samt intellektuell funktionsnedsättning
ISBN: 9789151107486
Early Numeracy Development: Identifying and Supporting Children at Risk for Mathematical Learning Difficulties. (Phd)
Elever i matematiksvårigheter : Lärare och elever om låga prestationer i matematik
URL: Link
URL: Link
URL: Link
URL: Link
Finnish mathematics curriculum materials and teachers' interaction with them in two cultural-educational contexts
ISBN: 9789521240010
URL: Link
Lärande i matematik: om resonemang och matematikuppgifters egenskaper
(Se sid 1- 21.) Avhandling
ISBN: 9789170635465
URL: Link
Special Needs in Mathematics Education. Aarhus: CURSIV 18, Danish School of Education, Aarhus University
(Läs 4 kapitel: s. 55-66, 81-106, 107-122, 141-158 och 177-188.)
URL: https://dpu.au.dk/fileadmin/edu/Cursiv/CURSIV_18_-_Udgivet_version.pdf
Bedömning i matematik - i lärandets och undervisningens tjänst
(s 256.)
URL: Link
URL: Link
URL: Link
URL: Link
URL: Link
URL: Link
SAM-tal om bedömning och matematikkunnighet: en studie av lärares tankestilar
ISBN: 9789174477498
URL: Link
Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik
ISBN: 9789144155098
Förutom obligatorisk kurslitteratur, tillkommer ytterligare 200 sidor egen vald litteratur. Vidare information fås i samband med kursstart. Eget val av avhandling (monografi eller kappa till sammanläggningsavhandling) med relevans för det specialpedagogiska kunskapsområdet och att arbeta som speciallärare med matematikutveckling. Eget val av artikel som handlar om matematiksvårigheter och metoder för att som speciallärare möta hinder i matematikutveckling. Artiklar, eventuella kompendier och
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Books
Lärares bedömningsarbete: förutsättningar, villkor, agens
(s 215).
ISBN: 9789127823020
Articles
Allmänna råd. Extra anpassningar, särskilt stöd och åtgärdsprogram
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), 141157.
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.
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: Link
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.
URL: Link
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice. Learning disability quarterly.
URL: Link
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: Link
Early Numeracy Development: Identifying and Supporting Children at Risk for Mathematical Learning Difficulties. (Phd).
URL: Link
Elever i matematiksvårigheter: Lärare och elever om låga prestationer i matematik. (Phd). I
URL: Link
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
Finnish mathematics curriculum materials and teachers´ interaction with them in two cultural-educational contexts. Doktorsavhandling. Åbo Akademi.
URL: Link
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.
URL: Link
Lärande i matematik. Om resonemang och matematikuppgifters egenskaper. Doktorsavhandling. Karlstad University Studies.
Special Needs in Mathematics Education. Aarhus: CURSIV 18, Danish School of Education, Aarhus University.
URL: Link
Bedömning i matematik – i lärandets och undervisningens tjänst.
URL: Link
Values in Effective Mathematics Lessons in Sweden : what do they tell us? The Montana Mathematics Enthusiast, 9(3), 409–430
URL: Link
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty.
URL: Link
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.
URL: Link
Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics. NCM Journal 7(3), 9-24. Springer.Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics. NCM Journal 7(3), 9-24. Springer.
URL: Link
Educational settings in relation to special educational needs in mathematics. Nordisk Matematikkdidaktikk, NOMAD, 25(3–4), 95–113.
URL: Link
SAM-tal om bedömning och matematikkunnighet. En studie av lärares tankestilar. Licentiatuppsats. Stockholm: Stockholms universitet.
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 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