Learning outcome

Knowledge

The candidate:

• Has knowledge of children's development of mathematical skills
• Can explain general and specific mathematical difficulties/dyscalculia
• Understands the causes of learning difficulties in mathematics
• Understands how mathematical difficulties can be prevented, alleviated and reduced
• Has knowledge of current teaching aids used in the work of preventing, alleviating and reducing learning difficulties
  

Skills

The candidate can:

• Apply knowledge of children’s development of mathematical skills and knowledge of general and specific learning difficulties in mathematics in kindergartens and schools, and in partnership with parents
• Apply basic monitoring tools and participate in dynamic monitoring
• Reflect on the findings of monitoring and plan measures
• Conduct R & D activities

General competence

The candidate can:

• Integrate general knowledge about learning and children’s development skills in mathematics based on different learning and development theories
• Discuss the facilitation of an inclusive learning environment
• Discuss risk and protective factors in relation to individual and interactionist perspectives
• Formulate learning objectives for special education planning and criteria for assessment work

Course Description

The course is based on theories of children’s development of skills in mathematics. It emphasizes the importance of interaction in learning and development. It also focuses on knowledge of general and specific learning difficulties in mathematics, different approaches and causes of learning difficulties in mathematics, monitoring methods, discussion of monitoring findings, as well as measures that can prevent, alleviate and reduce learning difficulties.

Teaching and Learning Methods

Teaching is workshop- and online-based, and also includes lectures, seminars and supervision. Supervision of students will be conducted individually and in groups. It is assumed that the student will work independently with regard to self-study, group work, project work and assignments. Learning in the study programme emerges from social interaction, as well as from the individual student’s own activities. Students will also participate in discussions on Fronter. The content and scope is described in the semester plan. Students will also complete and R&D assignment with guidance individually and in groups.

Fronter and Nefsis are used as communication tools in the learning process.

Assessment Methods

Students are assessed on the basis of a 4-hour written examination with a grade (A - F).

Participation in discussions must be assessed and approved and R & D work must receive a passing mark in order to receive a passing grade for the course.

All seminars and supervision sessions are mandatory. The teaching at the university college that requires compulsory attendance is indicated on the semester plan. Telemark University College’s regulations concerning a minimum of 80% attendance apply here.

Minor adjustments may occur during the academic year, subject to the decision of the Dean