Occurrence | Teaching period |
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A | Semester 1 2024-25 |
Every day we deal with numbers (paying bills, making phone calls). Most of us do this easily. Even non-human animals use numerical information. However, many numerical abilities, in particular using digits and performing calculations, do typically not emerge without explicit teaching and some children and adults find mathematics very hard. Developmental dyscalculia, a specific disorder affecting the acquisition of arithmetic skills, has received far less attention than developmental dyslexia despite a similar prevalence in the population. Furthermore, mathematical skills are a stronger predictor of employment and income than literacy skills. In addition, a large number of children and adults, even with good mathematical skills, suffer from mathematics anxiety which artificially decreases their mathematical performance and affects their educational and career choices.
In this module we will explore this exciting and quickly growing area of research. The module will start with a reflection on why studying the Psychology of Number in general might be useful. In session 2, we will explore the numerical skills of non-human animals. In session 3, as a backdrop to later sessions, we will look at the typical development of numerical and mathematical skills in children. In seminar 4 interactions between representations of space and numerosity will be investigated. Seminar 5 will focus on developmental dyscalculia, difficulties in number processing and arithmetic. In Seminar 6 we will explore how number processing and arithmetic is affected in other developmental disorders such as ADHD, Dyslexia and Developmental Co-ordination Disorder. Seminar 7 will cover mathematics anxiety which is very common and increases in secondary school. In seminar 8 we will evaluate which existing intervention programmes help children/adults with mathematical difficulties. In seminar 9 we will take a cross-cultural perspective and evaluate the influence of culture and language on number processing and arithmetic.
This module of particular interest to any student who wants to learn more about developmental disorders, the development of numeracy and arithmetic skills, special education needs and/or is considering a career as an educational psychologist or teacher.
Task | % of module mark |
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Online Exam -less than 24hrs (Centrally scheduled) | 100 |
None
Task | % of module mark |
---|---|
Online Exam -less than 24hrs (Centrally scheduled) | 100 |
The marks on all assessed work will be provided on e-vision.
Gilmore, C., Göbel, S.M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. (Textbook)