Difficulties in Mathematics

The course focuses on the teaching of mathematics in schools. Mathematics is one of the most central subjects taught in schools, and for many students it is the most difficult and uninspiring. The course aims to give insight into basic concepts regarding early schooling in mathematics. The most important question raised in this course is how some pupils succeed in this subject, and others do not. Problems in learning this subject will be explained by illustrating the totality of the learning process, emphasising preventive measures. The learning of mathematics will be described from various theoretical perspectives. The cognitive,
affective, and social aspects of the subject will be highlighted. As the difficulties in learning mathematics are perceived to be established at an early stage, the main emphasis will be put on early learning.

Knowledge
- The students are familiar with different pedagogical and psychological theories describing the development of skills in and understanding of mathematics
- The students are familiar with different theoretical approaches to the phenomenon of difficulties in mathematics, in a cognitive, social-cognitive and affective perspective

Skills:
- The students have competence in both a proactive and reactive approach to difficulties in mathematics
- The students have analytical skills related to identifying difficulties in mathematics
- The students are able to identify factors that can trigger and/or maintain the problem. This enables them to plan and execute special educational solutions

Competences:
- The students are familiar with academic terms central in the field of special education
- They have a reflective approach to their role as a special teacher in schools
- The students can participate in collaboration with parents and professionals
- The students can apply their professionalsm to make educated and informed choices
- The students can pass judgment and knowledge in a relevant way in different contexts

A total of 5 hours teaching each week. The teaching method may vary between lectures and seminars.

Compulsory activity: Participation in 80 % of the lectures and seminars, participation in practical-methodical training, practical work report, practical work for two of the courses PED3542-3544 are to last a minimum of three weeks.

Form of assessment: Obligatory assignment, 6-8 pages (Times New roman 12, spacing 1,5). Topic should be connected to practical work, and chosen by student in cooperation with the lecturer. The prepared obligatory assignment is to be prepared on a group basis under supervision (no more than 4 persons per assignment). It is to be handed in to the lecturer after it has been presented to fellow students in a seminar. 6-hour individual written exam. The individual written exam counts for 60 % of the final grade. The obligatory assignment counts for 40 % of the final grade.