| CODE | EDU5931 | |||||||||
| TITLE | Understanding Dyscalculia | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | This study unit intends to introduce students to the nature, definition, identification and screening and intervention of dyscalculia and to how basic mathematical skills develop. The students will also be exposed to issues of co-morbidity with Dyslexia and to comparison of challenges, strengths and teaching strategies for students with dyslexia and dyscalculia. Emotional issues that may arise with dyscalculia: E.g. late identification, self-advocacy, transitions, identity will also be addressed. Maths Confidence, Math Anxiety, Current research, case studies, user-friendly environment and practical strategies for learning and assessment will be addressed. Students will have the opportunity to observe learners with Math challenges. Study-unit Aims: This study-unit aims to help students understand dyscalculia and co-morbid profiles of dyscalculia and dyslexia. As noted in the study-unit description above, the study unit intends to help students understand how basic mathematical skills develop, understand dyscalculia at a conceptual, theoretical and practical level, address emotional issues, present current research and case studies, as well as expose students to strategies and techniques for learners with dyscalculia. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate and comprehend how basic mathematical skills develop; - Explain how dyscalculia is currently defined; - Explain differences in principles of measurement and intervention with regard to learners with dyscalculia; - Explain the effect of a profile of dyscalculia on confidence, self esteem and independence; - Explain emotional issues linked to this profile; - Know the limitations of current knowledge on identification of dyscalculia; - Know how pupils experiencing difficulties with Math can be supported; and - Comprehend issues of co-morbidity with regard to dyslexia and dyscalculia. 2. Skills: By the end of the study-unit the student will be able to: - Discuss how dyscalculia is currently defined; - Identify differences in principles of measurement and intervention with regard to learners with dyscalculia; - Interpret professional reports; - Perceive the effect of a profile of dyscalculia on emotions, confidence and self esteem; - Work with the limitations of current knowledge on identification of dyscalculia; - Show how pupils experiencing difficulties with Math, and students with a profile of dyslexia and dyscalculia can be supported. Main Text/s and any supplementary readings: Main Texts Chinn (2012) Mathematics Learning Difficulties, Dyslexia and Dyscalculia’. British Dyslexia Association (N/A at the library) Chinn, S. (2012) More Problems with Maths London: USA: Routledge, Taylor and Francis (N/A at the library) Journal of Learning Disabilities Intervention (Journal) Supplementary Readings: Butterworth, B. (1999) The mathematical brain. London: Macmillan Butterworth, B. (2003) The Dyscalculia Screener GL Assessment UK Butterworth, B. (2007) Developmental Dyscalculia. In: Handbook of mathematical cognition Jamie I D Campbell Psychological Press DfES (2001) Guidance to support pupils with dyslexia and dyscalculia London: DFES 0512/2001 Dowker, A. (2004) What works for pupils with mathematical difficulties? Dowker, A. (2009) What works for pupils with mathematical difficulties? Chinn S (2006) What dyslexia can tell us about dyscalculia. Dyslexia Review; 18: 1, 15-17 Department for Education and Skills (2001) National Numeracy Strategy: Guidance to Support Pupils with Dyslexia and Dyscalculia. London: DfES Desoete A et al (2004) Children with mathematics learning disabilities in Belgium. Journal of Learning Disabilities; 37: 1, 50-61 Geary DC (2004) Mathematics and learning disabilities. Journal of Learning Disabilities; 37: 1, 4-15 Kosc L (1974) Developmental dyscalculia. Journal of Learning Disabilities; 7: 3, 164-177 Landerl, K., Bevan, A. and Butterworth, B. (2004) Developmental dyscalculia and basic numerical capacities: A study of 8-9 year old students. Cognition Sep; 93(2): 99-125 Henderson Anne (1998) Maths for the Dyslexic - A Practical Guide London: David Fulton Publishers Lever Mel (2003) Measures and Handling Data : Activities for Children with Mathematics Learning Difficulties London: David Fulton Publishers Lever Mel (2003) Number: Activities for Chidlren with Mathematics Learning Difficulties London: David Fulton Publishers Lever Mel (2003) Shapes and Space: Activities for Chidlren with Mathematics Learning Difficulties London: David Fulton Publishers MacDougall M (2009) Dyscalculia, dyslexia, and medical students’ needs for learning and using statistics. Medical Education Online; 14: 2 Mussolin C et al (2011) Relationship between number and space processing in adults with and without dyscalculia. Acta Psychologica; 138: 1, 193-203 Rittle-Johnson, B. and Siegler, RS. (1998). The relation between conceptual and procedural knowledge in learning mathematics: a review. In, The development of mathematical skills. Donlan C. Psychology press UK Willey, R., Holliday, A., & Martland, J. (2007) Achieving new heights in Cumbria: Raising standards in early numeracy through mathematics recovery. Educational & Child Psychology, Vol. 24, No 2, The British Psychological Society Websites http://www.mathematicalbrain.com/ http://www.aboutdyscalculia.org/ http://www.mathsrecovery.org.uk/ for more information regarding Mathematics Recovery http://www.teachfind.com/national-strategies/mathematics-intervention-materials-wave-3 for the wave 3 mathematics materials http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards. dcsf.gov.uk/search/primary/results/nav:81327 for springboard materials http://www.edgehill.ac.uk/everychildcounts/ for more details regarding every child counts and numbers count projects, training and resources |
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| ADDITIONAL NOTES | Pre-Requisite Study-units: Completed MAE First Year Study-units | |||||||||
| STUDY-UNIT TYPE | Lecture and Seminar | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Ruth Falzon |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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