1 School of Mathematics and Systems Engineering COURSE SYLLABUS Reading, Writing and Mathematics 1 specialisation for the primary s Course code GU7411 Reg. No. 36/2009-514 Date of decision 2009-03-16 Decision-making body Board of the school Valid from 2009-01-20 Language of instruction Subject Swedish Mathematics, Swedish Language, Education Credits / ECTS credits 30 Level Specific level Type of course Prerequisites Expected learning outcomes for those without previous studies of mathematics and Swedish. Study sub course 1, 2, 3A, 4A Basic level G1 This course is an obligatory specialisation of the Teacher Training Programme and intended for teachers in primary school s. This course is open to students who have been accepted to the Teacher Training Programme and completed 30 credits of the general education field as well as 60 credits specialisation courses, that do not include Swedish or mathematics. Having completed the course the student is expected to have - in-depth knowledge about children s reading-, writing-, and mathematical learning processes prior to and during primary school s from a linguistic perspective - developed their didactical and practical knowledge via the specialisation and from a scientific approach be able to support and promote all children s linguistic- and mathematical development in the primary school s - knowledge about the importance of psychological factors and special education for learning An additional objective, as in all teacher training courses, is the ability to correctly use the Swedish language in writing and speech. Expected learning outcomes for those with previous Having completed the course the student is expected to have - in-depth knowledge about children s mathematical learning
2 studies of mathematics. Study sub course 1, 2, 3A, 4B processes prior to and during primary school s from a linguistic perspective - developed their didactical and practical knowledge via the specialisation and from a scientific approach be able to support and promote all children s linguistic- and mathematical development in the primary school s - knowledge about the importance of psychological factors and special education for learning - knowledge and skills regarding how to plan, conduct, and evaluate teaching situations that involve pupils with mathematical difficulties An additional objective, as in all teacher training courses, is the ability to correctly use the Swedish language in writing and speech. Expected learning outcomes for those with previous studies of Swedish. Study sub course 1, 2, 3B, 4A Having completed the course the student is expected to have - in-depth knowledge about children s reading- and writing learning processes as well as basic knowledge about mathematical learning processes prior to and during primary school s from a linguistic perspective - developed their didactical and practical knowledge via the specialisation and from a scientific approach be able to support and promote all children s linguistic- and mathematical development in the primary school s - knowledge about the importance of psychological factors and special education for learning An additional objective, as in all teacher training courses, is the ability to correctly use the Swedish language in writing and speech. Course contents Sub course 1. Linguistic- and concept development, 7,5 credits children s linguistic- and concept development linguistic- and mathematical awareness stimuli for linguistic- and mathematical development self-image and self-concept This sub course includes the following subjects: Swedish 3 credits, Mathematical Didactics 4,5 credits Sub course 2. The reading process and children s reading development, 7,5 credits linguistic awereness and it s importance for the written language development reading development methods for early reading training current research about reading the reading process mapping of the reading development methods for early reading training This sub course includes the following subject: Special Education 7,5 credits Sub course 3A. Early linguistic- and writing development, 7,5 credits
3 discussions about and critical reflections on theories, methods, and teaching aids for early reading- and writing development tools for analyses of personal investigations of children s reading- and writing development early reading and writing in children the expanded linguistic concept: children s literature, drama, children s movies, and IKT used for linguistic- and knowledge stimuli writing development in a multi-cultural society This sub course includes the following subject: Swedish 7,5 credits Sub course 3B. Reading- and writing development, intensified studies, 7,5 credits This course is intended for those with previous studies in Swedish for the early school s (Swedish Social sciences, Swedish English) intensified analyses of theories, methods, and teaching aids for early reading- and writing development the expanded linguistic concept: children s literature, drama, children s movies, and IKT used for linguistic- and knowledge development research about and actions for reading- and writing disabilities the importance of language for the development of thought and social relations linguistic variations in society This sub course includes the following subject: Swedish 7,5 credits Sub course 4 Early mathematics, 7,5 credits young children s perceptions of numbers and space work methods in preschools and early school s starting school with a focus on mathematics didactical approaches to important elements of mathematics in early school s analyses of teaching aids and computers in education learning from a gender perspective This sub course includes the following subject: Mathematical Didactics 7,5 credits Teaching methods Teaching consists of lectures, group discussions, laboratory work, and obligatory seminars at which students present their mappings and analyses assignments. If the course is offered as a distance tuition course suitable methods of teaching are selected. Required reading Assessment methods Type of grades See the end of the document. The course is examined through active participation at seminars and lectures, as well as through written and verbal presentations of the obligatory assignments. One of the following grades is given: Fail, Pass or Pass with distinction
4 Credit overlap Sub course 3B is equivalent to sub course 3 of GU7422 Reading-, writing-, and mathematical learning 2 intensified specialisation for the early school s. Sub course 4B is equivalent to sub course 4 of GU7422 Reading-, writing-, and mathematical learning 2 intensified specialisation for the early school s. Study certificate Other information Required reading Students who receive a passing grade in the course may download a course certificate through the Student Portal. Otherwise they may request a course certificate from the secretary of the School of Mathematics and Systems Engineering. After completed training students will receive a degree certificate from the Examination Department upon request Author/ed. Title, publishing house, Pages Sub course 1. Abrahamsson, N & Hyltenstam, K Håkansson, G Håkansson, G Junefelt, Karin. 2003: Barndomen en kritisk period för språkutveckling. I Bjar, Louise & Liberg, Caroline (red.), Barn utvecklar sitt språk, sid. 29 56. Lund: Studentlitteratur. Matematik ett kommunikationsämne. Nämnaren Tema, NCM. Göteborg University, 1996 Prenumeration på tidskriften Nämnaren, NCM. Göteborg University, current Språkinlärning hos barn. Studentlitteratur, 1998 1997: Barnets väg till svensk syntax. I Söderbergh, Ragnhild (red.), Från joller till läsning och skrivning, sid. 47 60. Malmö: Gleerups. 1997: Barnanpassad kommunikation. I Söderbergh, Ragnhild (red.), Från joller till läsning och skrivning, sid. 100 109. Malmö: Gleerups. 28 150 (211) 60 132 14 10 Kilborn W & Löving M Baskunskaper i matematik. Studentlitteratur, 2002 250 (372) PRIM-gruppen Lusten att lära med fokus på matematik. Skolverket rapport nr. 221, 2003(www.skolverket.se) Analysschema i matematik för tidiga skolår. Skolverket, 2003 45 62 Strömqvist, S 1997: Om tidig morfologisk utveckling. I Söderbergh, 20
5 Svensson, G Waldmann, C Ragnhild (red.), Från joller till läsning och skrivning, sid. 61 80. Malmö: Gleerups. 2002: Matematik och språk. I Nämnaren, 3, sid. 13 17 TRAS: Tidig registrering av språkutveckling. En handbok om språkutveckling hos barn. En filial inom special - pedagogisk förlag, Danmark, 2005, ISBN: 91-975434-4-6 2008: Barns uttalsutveckling. Compendium from HUM, Växjö University. (pdf) 5 130 9 Waldmann, C Waldmann, C 2008: Rätt ord på rätt plats. Compendium from Hum, Växjö University. (pdf) 2008: Hur erövrar barn ett språk? Compendium from HUM, Växjö University. (pdf) Compendium, from MSI. Växjö University, current Sub course 2. 15 14 approx. 400 Druid Glentow, B Förebygg och åtgärda läs- och skrivsvårigheter. Kap 3, 4 och 8 Natur och Kultur, 2006 150 (287) Elbro, C Läsning och läsundervisning. Liber, 2004 239 Frost, J Läsundervisning. Natur och Kultur, 2002 Kap 1-10 190 (256) Lundberg, I Konsten att läsa faktatexter. Natur och Kultur, 2006 46 Lundberg, I & Herrlin, K Stadler, E Taube, K God läsutveckling. Kartläggning och övningar. Natur och Kultur, 2005 Läs- och skrivinlärning. Studentlitteratur, 1998 Barns tidiga läsning. Norstedts akademiska förlag, 2007 80 104 159 Thornéus, M På tal om språk. Liber, 2000 Compendium TRAS Handbok. TRAS: Tidig registrering av språkutveckling. En handbok om språkutveckling hos barn. En filial inom special-pedagogisk förlag, Danmark, 2005, ISBN: 91-975434-4-6 36 130
6 Compendiums from IPED, Växjö University, current approx. 100 Allard, B, Rudqvist, M & Sundblad, B Alleklev, B & Lindvall, L Fast, C. Sub course 3A. Nya Lusboken: en bok om läsutveckling. Bonnier utbildning AB, 2001 Listiga räven. Läsinlärning genom skönlitteratur: ett läsprojekt i Kvarnbyskolan, Rinkeby i samarbete med Rinkeby bibliotek. En bok för alla, 2000 Literacy: i familj, förskola och skola. Studentlitteratur, 2008 175 75 168 Längsjö, E & Nilsson, I Söderblom, H (red.) Trageton, A Att möta och erövra skriftspråket: om läs- och skrivlärande förr och nu. Studentlitteratur, 2005 Språket lyfter! Diagnosmaterial i svenska och svenska som andraspråk för åren före skolår 6. Lärarhandledning. Uppsala University. Faculty of Nordic Languages, Department of Research and Education in Modern Swedish (FUMS). Liber distribution, 2003 Sagor att läsa och berätta. Litteraturfrämjandet En bok för alla, 1991 Att skriva sig till läsning. IKT i förskoleklass och skola. Liber, 2005 143 29 190 199 Skolverket Nya språket lyfter! Diagnosmaterial i svenska och svenska som andraspråk för grundskolans årskurs 1-5. Lärarhandledning och observationsschema. 2008. Children s literature in accordance with a specific list 83 Compendiums from HUM, Växjö University, current 200. Sub course 3B Einarsson, J Språksociologi. Studentlitteratur, 2004 100 (367) Jönsson, K. Litteraturarbetets möjligheter. En studie av barns läsning I årskurs F-3. Malmö University 2007 265
7 Liberg, C Lindö, R Hur barn lär sig läsa och skriva. Studentlitteratur, 2006 Den meningsfulla språkväven. Om textsamtalets och den gemensamma litteraturläsningens möjligheter. Studentlitteratur, 2006 Lyckas med läsning: läs- och skrivinlärning i Nya Zeeland. Bonnier utbildning AB, 2001 Compendiums from HUM. Växjö University, current Children s litterature in accordance with a specific list Sub course 4. Analysschema i matematik för tidiga skolår. Skolverket, 2003 Matematik ett kommunikationsämne. Nämnaren Tema, NCM. Göteborg University, 1996 Matematik från början. Nämnaren Tema, NCM. Göteborg University, 2000 Prenumeration på tidskriften Nämnaren, NCM. Göteborg University, current 210 224 154 approx 200 62 50 (211) 247 60 Kilborn W & Löving M Baskunskaper i matematik. Studentlitteratur, 2002 100 (372) Compendiums from MSI. Växjö University, current ca 300 Reference books: Fromkin, V, Rodman, R & Hyams, N An introduction to language. Thomson/Heinle, 2007 586 Johnsen Høines, M Matematik som språk. Liber, 2000 210 Lightbown, P & Spada, N How languages are learned, revised edition. Oxford University Press, 2006 233 Löving, M Matematikens dilemma. Studentlitteratur, 2006 251 Malmer, G Kreativ matematik. Ekelunds förlag, 1990 158
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