| CODE | PRE4904 | ||||||
| TITLE | Supporting Children with Mathematics Learning Difficulties | ||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | ||||||
| EQF/MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 2 | ||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||
| DESCRIPTION | The study-unit will focus on developing greater knowledge about dyscalculia and maths learning difficulties. It will present a number of modes of assessing for maths learning difficulties and will introduce students to intervention programmes currently available to cater for such needs. It will give students skills for providing multi-sensory activities to intervene with regard to maths learning difficulties and will illustrate how to provide such a learning experience in a specific manner after the drawing up of an Individual Education Plan (IEP). Study-unit Aims: The aims of this study-unit are two-fold. On one hand it aims at providing a solid foundation of the literature and research currently available about dyscalculia and mathematics learning difficulties. On the other hand, it aims at guiding students into how to plan and implement a multi-sensory intervention programme after identifying and thoroughly assessing children with maths learning difficulties. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Compare and criticise current literature and research about Dyscalculia and Maths Learning Difficulties. • Know the characteristics of a child with Maths Learning Difficulties. • Address such individual needs in the classroom. • Be aware of intervention programmes currently available and how these can be adopted within the classroom setting. 2. Skills: By the end of the study-unit the student will be able to: • Identify children struggling with mathematics in the classroom. • Draw up an Individual Education Plan (IEP) to target difficulties related to mathematics. • Plan and implement appropriate multi-sensory activities to help children with Maths Learning Difficulties. Main Text/s and any supplementary readings: Main Text: • Henderson, A., Came, F., & Brough, M. (2003). Working with dyscalculia: recognising dyscalculia overcoming barriers to learning in maths. Wiltshire: Learning Works International. Supplementary Readings: • Bird, R. (2007). The dyscalculia toolkit: supporting learning difficulties in maths. London: Sage Publications. • Bird, R. (2009). Overcoming difficulties with number: supporting dyscalculia and students who struggle with maths. London: Sage Publications. • Butterworth, B., & Yeo, D. (2004). Dyscalculia guidance: helping pupils with specific learning difficulties in maths. London: Fulton Publishers. • Chinn, S. J. (2004). The trouble with maths: a practical guide to helping learners with numeracy difficulties. London: Routledge Falmer. • Chinn, S., J. (2012). More trouble with maths: a complete guide to identifying and diagnosing mathematical difficulties. London: Routledge. • Emerson, J., & Babtie, P. (2010). The dyscalculia assessment. London: Continuum. |
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| ADDITIONAL NOTES | Pre-requisite Study-units: PRE1105 and PRE3114 | ||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
| METHOD OF ASSESSMENT |
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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 2026/7. It may be subject to change in subsequent years. |
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