Studying at York
The Psychology of Number, Developmental Disorders & Mathematics Anxiety - PSY00097M
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
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.
Module learning outcomes
- Critically evaluate the cognitive characteristics of number processing and arithmetic in childhood
- Compare and contrast empirical research relating to current issues in the field of Psychology of Number
- Demonstrate an in-depth understanding of models of developmental dyscalculia and mathematics anxiety on the basis of empirical data using a wide range of methods
- Critically evaluate the effectiveness of mathematical interventions
- Demonstrate an in-depth understanding of the influence of culture and language on number processing and arithmetic
Module content
- Why study the Psychology of Number?
- How do non-human animals deal with quantities?
- Development of number skills and arithmetic in childhood
- Interactions between representations of space and numerosity
- Mathematical Disorder/Developmental Dyscalculia
- Number processing and arithmetic in other developmental disorders (Dyslexia, ADHD, Developmental Co-ordination Disorder)
- Mathematics Anxiety
- Interventions to increase mathematical performance
- Cross-cultural differences in number processing and arithmetic
- Revision
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
The marks on all assessed work will be provided on e-vision.
Indicative reading
Gilmore, C., Göbel, S.M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. (Textbook)