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  2. How Children Learn Mathematics: Processes, Development, Difficulties [MAE6103]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    How Children Learn Mathematics: Processes, Development, Difficulties

  • Unit Code

    MAE6103

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will consider the learning, teaching and assessment strategies of K-7 mathematics with particular emphasis on identifying and catering for the needs of students with learning difficulties. The unit is based on the latest theoretical and empirical research in educational psychology and teaching practice. It has a strong practical component, where students will be given the opportunity to apply recommended assessment and teaching strategies in mathematics, whilst exploring theoretical foundations from which students will be encouraged to develop and evaluate their own ideas in the field.

Equivalent Rule

Unit was previously coded MAE4113

Learning Outcomes

On completion of this unit students should be able to:

  1. Confidently discuss their views of what numeracy is and why some students have difficulty.
  2. Critically analyse and evaluate relevant research articles in the field.
  3. Critique common classroom strategies and approaches in the field in light of current evidence based approaches.
  4. Demonstrate a sound understanding of learning theory in a mathematical context, based on information processing/cognitive and constructivist perspectives.
  5. Describe strategies, activities and programs recommended in the literature for students with mathematical difficulties at a school, class, small group and individual level.
  6. Identify common learning difficulties experienced by children in developing mathematical concepts and skills.
  7. List a range of approaches to help teachers understand mathematical learning difficulties experienced by individual children.
  8. Plan, implement and evaluate a program to improve a childs numeracy skill.

Unit Content

  1. Assessment of students with mathematical learning difficulties.
  2. Common mathematical difficulties including: mastering the basic number facts in all four operations; making connections between concrete materials and written symbols; using the language of mathematics; understanding visual-spatial representations; adopting a 'working mathematically' approach to solving problems; math anxiety; and motivational barriers.
  3. Effective teaching strategies for students with learning difficulties in mathematics.
  4. Sociocultural aspects of learning mathematics including notions of engagement and enablement.
  5. The role of working memory and executive function in learning mathematics.

Additional Learning Experience Information

Lectures, tutorials, critiques, practical project, and independent study.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ONLINE
TypeDescriptionValue
Assignment1800 word Research and Assessment Report40%
Case Study2500 word Case Study60%

Text References

  • ^ Wright, R.J., Ellemore-Collins, D., & Tabor, P.D. (2012). Developing number knowledge: Assessment, teaching and intervention with 7-11 year olds. London, United Kingdom: Sage. Note: For students of Primary teaching.
  • ^ Wright, R.J., Stranger, G., Stafford, A., & Martland, J. (2014). Teaching number in the classroom with 4-8 year olds. London, United Kingdom: Sage. Note: For students of Early Childhood teaching.
  • Wright, R.J., Martland, J., Stafford, A., & Stranger, G. (2006). Teaching number: Advancing children?s skills & strategies. London, United Kingdom: Paul Chapman Publishing.
  • McAteer, M. (2012). Improving primary mathematics teaching and learning. Maidenhead, United Kingdom: McGraw-Hill Education.
  • Sherman, H.J., Richardson, L.I., & Yard, G.J. (2009). Teaching learners who struggle with mathematics: Systematic intervention and remediation. Upper Saddle River, NJ: Pearson.
  • Staves, L. (2012). Mathematics for children with severe and profound learning difficulties. London, United Kingdom: Routledge.
  • Wright, R.J., Martland, J., & Stafford, A. (2006). Early numeracy: Assessment for teaching & intervention. London, United Kingdom: Paul Chapman Publishing.
  • Allsopp, D., Kyger, M., & Lovan, L.H. (2007). Teaching mathematics meaningfully: Solutions for reaching struggling learners. Baltimore, MD: Paul H. Brookes Publishing.
  • Naggar-Smith, N. (2008). Teaching foundation mathematics: A guide for teachers of older students with learning disabilities. London, United Kingdom: Routledge.

Journal References

  • Journal for Research in Mathematics Education
  • Journal of Experimental Child Psychology
  • Journal of Experimental Psychology: Learning, Memory, and Cognition
  • Journal of Learning Disabilities
  • Learning Disability Quarterly
  • Mathematical Cognition
  • Mathematics Education Research Journal
  • Mathematics Teacher Education & Development
  • Memory & Cognition

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MAE6103|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    How Children Learn Mathematics: Processes, Development, Difficulties

  • Unit Code

    MAE6103

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will consider the learning, teaching and assessment strategies of K-7 mathematics with particular emphasis on identifying and catering for the needs of students with learning difficulties. The unit is based on the latest theoretical and empirical research in educational psychology and teaching practice. It has a strong practical component, where students will be given the opportunity to apply recommended assessment and teaching strategies in mathematics, whilst exploring theoretical foundations from which students will be encouraged to develop and evaluate their own ideas in the field.

Equivalent Rule

Unit was previously coded MAE4113

Learning Outcomes

On completion of this unit students should be able to:

  1. Confidently discuss their views of what numeracy is and why some students have difficulty.
  2. Critically analyse and evaluate relevant research articles in the field.
  3. Critique common classroom strategies and approaches in the field in light of current evidence based approaches.
  4. Demonstrate a sound understanding of learning theory in a mathematical context, based on information processing/cognitive and constructivist perspectives.
  5. Describe strategies, activities and programs recommended in the literature for students with mathematical difficulties at a school, class, small group and individual level.
  6. Identify common learning difficulties experienced by children in developing mathematical concepts and skills.
  7. List a range of approaches to help teachers understand mathematical learning difficulties experienced by individual children.
  8. Plan, implement and evaluate a program to improve a childs numeracy skill.

Unit Content

  1. Assessment of students with mathematical learning difficulties.
  2. Common mathematical difficulties including: mastering the basic number facts in all four operations; making connections between concrete materials and written symbols; using the language of mathematics; understanding visual-spatial representations; adopting a 'working mathematically' approach to solving problems; math anxiety; and motivational barriers.
  3. Effective teaching strategies for students with learning difficulties in mathematics.
  4. Sociocultural aspects of learning mathematics including notions of engagement and enablement.
  5. The role of working memory and executive function in learning mathematics.

Additional Learning Experience Information

Lectures, tutorials, critiques, practical project, and independent study.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ONLINE
TypeDescriptionValue
Assignment1800 word Research and Assessment Report40%
Case Study2500 word Case Study60%

Text References

  • ^ Wright, R.J., Ellemore-Collins, D., & Tabor, P.D. (2012). Developing number knowledge: Assessment, teaching and intervention with 7-11 year olds. London, United Kingdom: Sage. Note: For students of Primary teaching.
  • ^ Wright, R.J., Stranger, G., Stafford, A., & Martland, J. (2014). Teaching number in the classroom with 4-8 year olds. London, United Kingdom: Sage. Note: For students of Early Childhood teaching.
  • Wright, R.J., Martland, J., Stafford, A., & Stranger, G. (2006). Teaching number: Advancing children?s skills & strategies. London, United Kingdom: Paul Chapman Publishing.
  • McAteer, M. (2012). Improving primary mathematics teaching and learning. Maidenhead, United Kingdom: McGraw-Hill Education.
  • Sherman, H.J., Richardson, L.I., & Yard, G.J. (2009). Teaching learners who struggle with mathematics: Systematic intervention and remediation. Upper Saddle River, NJ: Pearson.
  • Staves, L. (2012). Mathematics for children with severe and profound learning difficulties. London, United Kingdom: Routledge.
  • Wright, R.J., Martland, J., & Stafford, A. (2006). Early numeracy: Assessment for teaching & intervention. London, United Kingdom: Paul Chapman Publishing.
  • Allsopp, D., Kyger, M., & Lovan, L.H. (2007). Teaching mathematics meaningfully: Solutions for reaching struggling learners. Baltimore, MD: Paul H. Brookes Publishing.
  • Naggar-Smith, N. (2008). Teaching foundation mathematics: A guide for teachers of older students with learning disabilities. London, United Kingdom: Routledge.

Journal References

  • Journal for Research in Mathematics Education
  • Journal of Experimental Child Psychology
  • Journal of Experimental Psychology: Learning, Memory, and Cognition
  • Journal of Learning Disabilities
  • Learning Disability Quarterly
  • Mathematical Cognition
  • Mathematics Education Research Journal
  • Mathematics Teacher Education & Development
  • Memory & Cognition

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MAE6103|1|2