Course syllabus spring 2021
Course syllabus spring 2021
Title
Atypical Learning in Mathematics Education
Swedish title
Atypiskt lärande i matematikundervisning
Course code
SO637E
Credits
7.5 credits
Grading scale
UA / Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U)
Language of instruction
English
Decision-making body
Faculty of Education and Society
Syllabus approval date
2021-02-08
Syllabus valid from
2021-02-08
Entry requirements
General entry requirements and specific entry requirements:
Passed 180 credits in teacher education. Of these, at least 15 credits must be in mathematics education for pre-school teacher education or 30 credits in primary school teacher education (years 1-6) or 60 credits in secondary school teacher education (years 7-12).
Level
Advanced level
No main field.
Progression level
A1N
Course objectives
The purpose of this course is that the participant develops scientific understanding of special education and atypical learning in mathematics teaching from preschool to upper secondary school, including adult education.
Course contents
In the field of special didactics in school mathematics, this course provides a scientific basis for atypical learning from preschool to upper secondary school. The course covers different models and methods for the following areas
• To map students' knowledge of mathematics
• To change conditions for learning in the presence of atypical learning
• Teacher collaboration as a means for promoting development of teachers' practice
During this course, the participants propose a scientific study in special didactics in school mathematics based on school practice. This includes research questions motivated by a literature background with international and national research perspectives, research methods and ethical aspects.
Learning outcomes
Upon completion of the course, the student should be able to
1. account for models and methods for mapping students' knowledge in mathematics;
2. account for different relations between how the mathematics content is presented and how students with atypical learning can learn mathematics;
3. account for different relations between how classroom activities are organized / orchestrated as a pedagogical environment and how students with atypical learning learn mathematics;
4. identify research ethical aspects of collecting, using and storing data;
5. critically, systematically and on a scientific basis carry out an intervention study in collaboration with the school;
6. systematically analyze mathematics teaching regarding the needs of students with atypical mathematics learning.
Learning activities
The course contains various forms of work including learning platform activities, seminars, lectures, search for and reading of scientific literature and other relevant information and field study. All participants are expected to actively contribute with reflections, interpretations and perspectives. This includes active participation and initiatives in online interactions for collaboration and learning, such as mutual student responses and work meetings of different kinds.
Assessment
Exam 1: Written Assignment, 5 credits. In this exam, learning objectives 1-4 are examined.
Exam 2: Oral Presentation, 2.5 credits. In this exam, learning objectives 5-6 are examined.
The course coordinator will provide information about grading criteria at the start of the course.
Course literature and other study material
Creswell, John W. (2014). A concise introduction to mixed methods research. Thousand Oaks: Sage Publications. (152 s).
Fuglestad, Anne Berit (Ed.). (2013). Special needs education in mathematics: new trends, problems and possibilities. Kristiansand: Portal. (142 s)
Holmqvist, Mona (2017). Models for collaborative professional development for teachers in mathematics. International Journal for Lesson and Learning Studies, 6(3), 190-201 (11 s)
Kroesbergen, Evelyn H., & Van Luit, Johannes E. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and special education, 24(2), 97-114. (17 s)
Kucian, Karin, & von Aster, Michael (2015). Developmental dyscalculia. European journal of pediatrics, 174(1), 1-13. (13 s)
Li, Yeping, Lewis, W. James, & Madden, James J. (2018). Mathematics Matters in Education. Cham: Springer. (300 s)
Roche, Anne, & Clarke, Doug M. (2013). Primary teachers’ representations of division: Assessing mathematical knowledge that has pedagogical potential. Mathematics Education Research Journal, 25(2), 257-278. (21 s)
Roos, Helena. (2016). Inclusion in mathematics: the impact of the Principal. Cursiv (18), 107–122. Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet. (16 s; tillgängligt via internet).
Roos, Helena. (2017). Diversity in an inclusive mathematics classroom: A student perspective. In Proceeding of the tenth congress of the European society for research in mathematics education, Dublin, (CERME10, February 1-5, 2017) (pp. 1533–1560). Dublin, Ireland: European Society for Research in Mathematics Education. (28 s; tillgängligt via internet).
Rumrill, Philip, Cook, Bryan, & Wiley, Andrew (Eds.). (2011). Research in special education: Designs, methods, and applications. Charles C Thomas Publisher. Finns som e-bok vid Mau. s. 3-37 (34 s).
Salvia, John, Ysseldyke, James, & Witmer, Sara (2012). Assessment: In special and inclusive education. Boston: Cengage Learning. 153-173 (20 s).
Course evaluation
Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).