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Childrens Mathematical Development, 7.5 credits
Barns matematikutveckling, 7.5 hp
948A07
Main field of study
Special EducationCourse level
Second cycleCourse type
Programme courseExaminer
Margareta EngvallCourse coordinator
Margareta EngvallDirector of studies or equivalent
Margareta EngvallECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L9YSL | Special Needs Training Programme, Specialization - Mathematic Development (Specialization - Mathematic Development) | 3 (Autumn 2019) | 201934-201943 | Swedish | Linköping, Valla | C |
Main field of study
Special EducationCourse level
Second cycleAdvancement level
A1XCourse offered for
- Special Needs Training Programme
Entry requirements
15 HE credits passed on the Special Teacher Education Programme or equivalent.
Intended learning outcomes
On completion of the course, the student should be able to
- present different theoretical perspectives on school mathematics,
- demonstrate high awareness of different didactic approaches to learning and teaching of mathematics
- analyse and problematise different aspects of pupils' development within the field of mathematics,
- identify different factors that influence learning in mathematics.
Course content
Theories of learning and different didactic models are covered in the course. Conceptual and mathematical development in pre-school and primary and lower-secondary school is also studied in the course. An additional field covered in the course is factors influencing learning in mathematics, for example cognitive, emotional, social and cultural factors.
Teaching and working methods
Lectures, seminars and field studies are included in the course. Studies of literature, preparations prior to seminars and group assignments as well as completion of course assignments are also part of the course. In addition to scheduled time, students are expected to work with independent studies, individually and/or in groups.
Examination
The course is examined through a written presentation.
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
Grades
Two grade scale, older version, U, GOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för beteendevetenskap och lärande| Code | Name | Scope | Grading scale |
|---|---|---|---|
| STN2 | Written exam | 5 credits | U, G |
| SRE2 | Written exam | 2.5 credits | U, G |
Litteraturlista är preliminär
OBS! En del av titlarna kan ha ett senare tryckår än de som är angivna här, men om det inte uttryckligen står att det är en omarbetad upplaga så spelar tryckåret ingen roll. Nedanstående är de senaste omarbetade upplagorna som vi känner till när detta skrivs.
Aktuella forskningsartiklar och debattartiklar kan tillkomma..
Boaler, J. (2011). Elefanten i klassrummet: att hjälpa elever till ett lustfyllt lärande i matematik. (1. uppl.) Stockholm: Liber. (kap 1 och 6)
Chen, Q., & Li, J. (2014). Association between individual differences in non-symbolic number acuity and math performance: a meta-analysis. Acta Psychologica, 148, 163–172. doi:10.1016/j.actpsy.2014.01.016
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001
Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles. Learning Disability Quarterly, 35(4), 200–211. doi:10.1177/0731948712438557
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53–72. doi:10.1016/j.jecp.2014.01.013
Friso-van den Bos, I., van der Ven, S. H. G., Kroesbergen, E. H., & van Luit, J. E. H. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29–44. https://doi.org/10.1016/j.edurev.2013.05.003
Engvall, M. (2013). Handlingar i matematikklassrummet: en studie av undervisningsverksamheter på lågstadiet då räknemetoder för addition och subtraktion är i fokus [Elektronisk resurs]. Diss. Linköping: Linköpings universitet, 2013. Linköping. Tillgänglig på: http://liu.diva-portal.org/smash/get/diva2:660675/FULLTEXT01.pdf (s. 27–36)
Engström, A. (2015). Specialpedagogiska frågeställningar i matematik (Ny, omarb. uppl.) Karlstad: Fakulteten för hälsa, natur- och teknikvetenskap, Specialpedagogik, Karlstads universitet. Tillgänglig på: http://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A845486&dswid=-9319
Giota, J. (2006). Självbedöma, bedöma eller döma? Om elevers motivation, kompetens
och prestationer i skolan. Pedagogisk forskning i Sverige 11:2, 94-115. http://journals.lub.lu.se/index.php/pfs/article/view/8066/7115
Khisty, L. L., & Chval, K.B. (2002) Pedagogic discourse and equity in mathematics: When teachers’ talk matters. Mathematics Education Research Journal, 14(3), 154-168. DOI: 10.1007/BF03217360
Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and
mathematics performance: a meta-analysis. Psychological Bulletin, 136(6), 1123–1135. doi:10.1037/a0021276
Ma, L. (2010). Knowing and teaching elementary mathematics. New York: Routledge.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education. https://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
Samuelsson, J. (2006). Lärarstudenters erfarenheter av matematikundervisning. Vad händer när elever inte förstår. Linköpings universitet, e-press. Tillgänglig på: http://liu.diva-portal.org/smash/get/diva2:764507/FULLTEXT01.pdf
Skolverket (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för
gymnasieskola 2011. Stockholm: Skolverket.
Skolverket (2017). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011:
reviderad 2017. Stockholm: Skolverket.
Svensson, P., Meany, T., & Norén, E. (2014) Immigrant students’ perceptions of their possibilities to learn mathematics; the case of homework. For the Learning of Mathematics, 34(3), 32-37. Tillgänglig på:
http://flm-journal.org/Articles/73FBAB9E0F1FFACAA6ADCA155A39C.pdf
Walshaw, M., & Anthony, G. (2008). The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms. Review of Educational Research 78(3), 516–551.
Woolfolk, A., & Karlberg, M. (2015). Pedagogisk psykologi. Edinburgh Gate: Pearsons Education Ltd.
Ej obligatorisk litteratur:
Se även kritik kring National Mathematics Advisory Panel (NMAP) -rapporten http://edr.sagepub.com/content/37/9.toc
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