Reg.No: MSI 06/07:42
School of Mathematics and Systems Engineering
C O U R S E S Y L L A B U S
Läs-, skriv- och matematikinlärning 1 – specialisering för tidiga år
Reading, Writing and Mathematics 1 – specialization for the primary years
Course code Date of decision Valid from
GUX741 2006-11-24 2007-01-01 Language of instruction Swedish
Subject Mathematics, Nordic languages, Pedagogy Swedish points 20
ECTS credits 30
Level 1-20
Type of course This course is a mandatory specialisation offered in the Teacher Training Programme with special emphasis on the primary years.
Prerequisites Students who have been accepted to a Teacher Training Programme and completed 20 points AUO as well as 40 points of specialisation not including both Swedish and Mathematics.
Course objectives In this specialisation course, students will gain theoretical and practical knowledge from a language perspective regarding reading-, writing-, and mathematics acquisition of children before and in the school’s primary years. After completing the course, students will have intensified their didactical
knowledge about their specialisation so that they are able to take responsibility, demonstrate good judgement, and from a scientific approach support and stimulate all children’s writing acquisition and mathematical development in the primary school years.
An additional objective for all Teacher Training is the ability to use the Swedish language correctly verbally and in writing.
Course contents Module 1. Language- and Concept Development (5 points)
• Children’s language- and concept development
• Linguistic- and mathematical awareness
• Stimuli for the development of language and mathematics
• Self-image and self-awareness
This module includes the following subjects: Swedish 2 points, mathematical didactics 3 points.
Module 2. The Reading Process and Learning (5 points)
• The development of the written language
• Mapping of the development of the written language
• Methods in early written language acquisition
• Current reading research
• Reading- and writing disabilities and pedagogical tools
This module includes special education 5 points.
Module 3A. Reading- and Writing Development in the Primary Years (5 points)
• Discussion about and critical assessment of theories, methods and study material used for early reading- and writing development
• Tools for analysing individual assessments of children’s reading- and writing development
• Children’s early reading and writing, language impediments
• The extended concept of a text: children’s literature, drama, children’s movies, and IKT used for language- and knowledge stimulation
• Development of the written language in a multicultural society
This module includes Swedish 5 points.
Module 3B. Reading- and Writing Development, specialisation (5 points)
This module is for students who have previously completed a Swedish specialisation course for the primary years (Swedish – social studies, Swedish – English).
• Intensified analyses of theories, methods and study material for early reading- and writing development
• The extended concept of a text: children’s literature, drama, children’s movies, and IKT used for language- and knowledge stimulation
• Research about and measures for dealing with reading- and writing disabilities
• The importance of language as regards thought and social relations
• Language variations in society This module includes Swedish 5 points.
Module 4A. Early Mathematics (5 points)
• Development of small children’s figure- and room perception
• Work methods in pre-schools and primary school
• Starting school with a focus on mathematics
• Didactical approaches to essential parts of mathematics in primary school
• Analyses of study material and computer aided teaching
• Social and cultural aspects on learning and teaching mathematics
This module includes mathematical didactics 5 points.
Module 4B. Pupils with Specific Needs when Learning Mathematics (5 points)
This course is for students who have previously completed a mathematical specialisation course for the primary years (mathematics – nature science).
• Methods of analyses in order to meet the needs of pupils with special focus on pupils with learning disabilities
• Action programmes based on diagnostic results
• Implementation of action programmes in a classroom situation
• Reflections on how different work methods and work forms affect pupils’ learning situation
• Reading- and writing disabilities and teaching mathematics
• IKT and other tools for teaching mathematics
• Literary studies and analyses of research articles that focus on pupils with specific needs
This module includes mathematical didactics 5 points.
Teaching methods Lectures, group discussions, laboratory work, and mandatory seminars in which students present their mapping- and analyses tasks.
If the course is distance tutored, specific distribution forms are used that are suitable for the teaching.
Required reading Required reading is presented below.
Examination modes The student’s knowledge is assessed in the form of verbal and written exams and presentations of mandatory tasks.
Type of grades Pass, Pass with distinction, or Fail.
Credit overlap Module 3B corresponds to Module 3 of GUX742 Reading-, Writing-, and Mathematical Learning 2 – specialisation for the primary years.
Module 4B corresponds to Module 4 of GUX742 Reading-, Writing-, and Mathematical Learning 2 – specialisation for the primary years.
Study certificate Students who successfully complete the course will receive a study certificate upon request.
Other information
Required reading
Author Title, publishing house, year Pages
Module 1. Language- and Concept Development (5 points)
Emanuelsson, G. et. al. (ed.) Matematik – ett kommunikationsämne. Nämnaren
Tema, NCM. Gothenburg University, 1996 150 (211) Emanuelsson, G. et. al. (ed.) Prenumeration på tidskriften Nämnaren, NCM.
Gothenburg University, current year 60
Håkansson, G. Språkinlärning hos barn. Studentlitteratur, 1998 132
Kilborn W. & Löving M. Baskunskaper i matematik. Studentlitteratur, 2002 250 (372) Lusten att lära – med fokus på matematik. Skolverket
report no. 221, 2003, www.skolverket.se 45 Mellenius, I. ”Word formation”. I Josefsson, G., Platzack &
Håkansson, G. (ed.) The acquisition of Swedish
grammar. John Benjamins, 2003 p. 75–93 19 (313) PRIM-gruppen Analysschema i matematik för tidiga skolår.
Skolverket, 2003 62
Svensson, G. ”Språk och matematik”. I Delsing, L-O., Falk, C., Josefsson, G. & Sigurðsson, H. (red.), Grammatik i fokus. Faculty of Nordic Language, Lund University,
2003 p. 193–201 9 (244)
Waldmann, C. En introduktion till språkerövring. School of
Humanities, Växjö University, 2007 20
Compendiums from MSI, Växjö University, current
year approx. 400
Module 2. The Reading Process and Learning (5 points)
Elbro, C. Läsning och läsundervisning. Liber, 2004 239
Required reading
Author Title, publishing house, year Pages
Frylmark, A. Språklekar i skolan. OrdAF, 2005 166
Or
Häggström, I. & Lundberg, I. Språklekar efter Bornholmsmodellen – en väg till skriftspråket. Ing-Read 1997, 3rd Edition, 2005
121
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 En filial inom special-pedagogisk forlag, Danmark, 2005, ISBN: 91-975434-4-6
130
Compendiums from IPED, Växjö University, current year
approx. 100
Module 3A. Reading- and Writing Development in the Primary Years (5 points)
Allard, B., Rudqvist, M. &
Sundblad, B.
Nya Lusboken: en bok om läsutveckling. Bonnier
utbildning AB, 2001 175
Alleklev, B. & Lindvall, L. Listiga räven. Läsinlärning genom skönlitteratur: ett läsprojekt i Kvarnbyskolan, Rinkeby i samarbete med
Rinkeby bibliotek. En bok för alla, 2000 75 Eriksen Hagtvet, B. Språkstimulering. D. 1, Tal och skrift i
förskoleåldern. Natur och kultur, 2005 224 Längsjö, E. & Nilsson, I. Att möta och erövra skriftspråket: om läs- och
skrivlärande förr och nu. Studentlitteratur, 2005 143 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 29
Söderblom, H. (ed.) Sagor att läsa och berätta. Litteraturfrämjandet. En
bok för alla, 1991 190
Trageton, A. Att skriva sig till läsning. IKT i förskoleklass och
skola. Liber, 2005 199
Children’s literature in accordance with specified list.
Required reading
Author Title, publishing house, year Pages
Module 3B. Reading- and Writing Development, specialisation (5 points)
Allard, B. & Rudqvist, M.
Sundblad, B.
Nya Lusboken: en bok om läsutveckling. Bonnier
utbildning AB, 2001 175
Einarsson, J. Språksociologi. Studentlitteratur, 2004
100 (367) Josefsson, G., Platzack, C. &
Håkansson, G. (ed.)
The acquisition of Swedish grammar. John
Benjamins, 2003 100 (313)
Liberg, C. Hur barn lär sig läsa och skriva. Studentlitteratur,
2006 210
Lindö, R. Den meningsfulla språkväven. Om textsamtalets och den gemensamma litteraturläsningens möjligheter.
Studentlitteratur, 2006 224
Lyckas med läsning: läs- och skrivinlärning i Nya
Zeeland. Bonnier utbildning AB, 2001 154
Compendiums from HUM, Växjö University, current year
approx. 200
Children’s literature in accordance with specified list.
Module 4A. Early Mathematics (5 points)
Analysschema i matematik för tidiga skolår Skolverket, 2003
62
Emanuelsson, G. et. al. (ed.) Matematik – ett kommunikationsämne.Nämnaren
Tema, NCM. Gothenburg University, 1996 50 (211) Emanuelsson, G. et. al. (ed.) Matematik från början. Nämnaren Tema, NCM.
Gothenburg University, 2000
247
Emanuelsson, G. et. al. (ed.) Subscription to the newspaper Nämnaren, NCM.
Gothenburg University, current year 60
Kilborn W. & Löving M. Baskunskaper i matematik. Studentlitteratur 2002 100 (372) Compendiums from MSI, Växjö University, current
year
approx. 300
Required reading
Author Title, publishing house, year Pages
Module 4B. Pupils with Specific Needs when Learning Mathematics (5 points)
Adler, B. Vad är dyskalkyli? NU-förlaget, 2001 135
Malmer, G. Bra matematik för alla, nödvändig för elever med
inlärningssvårigheter. Studentlitteratur, 1999 240 Sterner, G. & Lundberg, I. Läs- och skrivsvårigheter och lärande i matematik
NCM-rapport 2002:2. Nationellt centrum för
matematikutbildning, 2002 201
Compendiums from MSI, Växjö University, current
year 250
Reference literature 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
