1 School of Mathematics and Systems Engineering COURSE SYLLABUS Reading, Writing and Mathematics 1 specialisation for the primary s Course code GU7411 Reg. No. 2007/57-514 Date of decision 2007-06-01 Decision-making body The School of Mathematics and Systems Engineering Board Valid from 1 July 2007 Language of instruction Subject Swedish Mathematics, Nordic Languages, 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 mthematics. 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 reading development mapping of the reading development methods for early reading training current research about reading introduction to reading- and writing disabilities and educational tools This sub course includes Special Education 7,5 credits Sub course 3A. Early linguistic- and writing development, 7,5 credits 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
3 reading- and writing development early reading and writing in children, linguistic delays 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 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 Swedish 7,5 credits Sub course 4A. 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 Mathematical Didactics 7,5 credits Sub course 4B. Pupils with specific learning disabilities in mathematics, 7,5 credits This sub course is intended for those with previous studies in mathematics for the early school s (Mathematics Nature Science). how to construct an action plan field studies in the form of implementation of action plans in a classroom continuous presentations and analyses of field studies how work methods affect children s learning pupils with mathematical difficulties, how do we help them? reading- and writing disabilities and learning mathematics teaching aids used in mathematics literary studies that, if possible, correlate with elements of the field studies orientation in research regarding mathematical didactics This sub course includes Mathematical Didactics 7,5 credits.
4 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 Credit overlap 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: Väl godkänd, Godkänd or Underkänd (Pass with distinction, Pass, Fail). 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 Students who successfully complete the course will receive a course certificate upon request from the school secretary. Other information Required reading Author/ed. Title, publishing house, Pages Sub course 1. Emanuelsson, G et.al. (ed.) Emanuelsson, G et.al. (ed.) Matematik ett kommunikationsämne. Nämnaren Tema, NCM. Göteborg University, 1996 Prenumeration på tidskriften Nämnaren, NCM. Göteborg University, current 150 (211) 60 Håkansson, G Språkinlärning hos barn. Studentlitteratur, 1998 132 Kilborn W & Löving M Baskunskaper i matematik. Studentlitteratur, 2002 250 (372) Mellenius, I PRIM group Lusten att lära med fokus på matematik. Skolverket report no 221, 2003 (www.skolverket.se) Word formation. I Josefsson, G, Platzack & Håkansson, G (ed.) The acquisition of Swedish Grammar. John Benjamins, 2003 p. 75 93 Analysschema i matematik för tidiga skolår. Skolverket, 2003 45 19 (313) 62
5 Svensson, G Språk och matematik. I Delsing, L-O, Falk, C, Josefsson, G & Sigurðsson, H (ed.), Grammatik i fokus. Department of Nordic Languages, Lund University, 2003 p. 193 201 9 (244) Waldmann, C Allard, B, Rudqvist, M & Sundblad, B En introduktion till språkerövring. School of Humanities, Växjö University, 2007 Compendiums from MSI. Växjö University, current Sub course 2. Nya Lusboken: en bok om läsutveckling. Bonnier utbildning AB, 2001 50 approx. 400 175 Druid Glentow, B Förebygg och åtgärda läs och skrivsvårigheter. Natur 150 (287) och Kultur, 2006 chapter 3,4 and 8 Elbro, C Läsning och läsundervisning. Liber, 2004 239 Frost, J Läsundervisning, Natur och Kultur, 2002 chapter 1-10 190(256) Lundberg, I Konsten att läsa faktatexter. Natur och Kultur, 2002 46 Lundberg, I & Herrlin, K God läsutveckling. Kartläggning och övningar. Natur och Kultur, 2005 80 Stadler, E Läs- och skrivinlärning. Studentlitteratur, 1998 104 Taube, K Läsinlärning och självförtroende. Prisma, 2001 131 Thornéus, M På tal om språk. Liber, 2000 72 TRAS Handbok. Tidig registrering av språkutveckling. En handbok om språkutveckling hos barn. forlag, Danmark, 2005, ISBN: 91-975434-4-6 Compendiums from IPED, Växjö University, current 130 approx. 100 Alleklev, B & Lindvall, L Fast, C. Längsjö, E & Nilsson, I Sub course 3A. Listiga räven. Läsinlärning genom skönlitteratur: ett läsprojekt i Kvarnbyskolan, Rinkeby i samarbete med Rinkeby bibliotek. En bok för alla, 2000 Sju barn lär sig läsa och skriva. Familjeliv och populär-kultur i möte med förskola och skola, Uppsala University, 2007 Att möta och erövra skriftspråket: om läs- och skrivlärande förr och nu. Studentlitteratur, 2005 75 237 143 Språket lyfter! Diagnosmaterial i svenska och svenska 29
6 Söderblom, H (ed.) Trageton, A 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 Compendiums from HUM. Växjö University, current Children s literature in accordance with a specific list Sub course 3B. 190 199 approx. 200 Einarsson, J Språksociologi. Studentlitteratur, 2004 100 (367) Josefsson, G, Platzack, C & Håkansson, G (ed.) Jönsson, K. Liberg, C Lindö, R Emanuelsson, G et.al. (ed.) Emanuelsson, G et.al (ed.) Emanuelsson, G et.al (ed.) The acquisition of Swedish grammar. John Benjamins, 2003 Litteraturarbetets möjligheter. En studie av barns läsning I årskurs F-3. Malmö University 2007 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 literature in accordance with a specific list Sub course 4A. 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 100 (313) 265 210 224 154 approx. 200 62 50 (211) 247 60
7 Kilborn W & Löving M Baskunskaper i matematik. Studentlitteratur, 2002 100 (372) Compendiums from MSI. Växjö University, current approx. 300 Sub course 4B. Adler, B Vad är dyskalkyli? NU-förlaget, 2001 135 Malmer, G Sterner, G & Lundberg, I Reference books: Bra matematik för alla, nödvändig för elever med inlärningssvårigheter. Studentlitteratur, 1999 Läs- och skrivsvårigheter och lärande i matematik NCM-rapport 2002:2. Nationellt centrum för matematikutbildning, 2002 Compendiums from MSI. Växjö University, current 240 201 250 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