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How Children Learn Mathematics - EDU00044H

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  • Department: Education
  • Module co-ordinator: Dr. Hugues Lortie Forgues
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20

Module aims

  • To develop students’ understanding of the different theoretical perspectives and evidence in the areas of mathematical development.

  • To enable students to independently analyse a range of sources from psychology and education and to critically engage with the overlaps between these disciplines

  • To enable students to be able to engage with different forms of evidence, reviewing their reliability, validity and significance to the field of psychology in education

  • ·To introduce students to current approaches to curriculum development and interventions, and the importance of evidence based research.


Module learning outcomes

Subject content

·Examine at an advanced level the different theoretical perspectives on development of numeracy and other mathematical skills.

·Summarize findings of empirical research in major areas of mathematical development.

·Examine the biological, cognitive and behavioural nature of individual differences in mathematics.

  • Apply comprehensive and detailed knowledge of theoretical concepts in seeking to understand the ways in which curriculums and interventions are developed and delivered.


Academic and graduate skills

  • Formulate academic arguments in written and oral form
  • Proactively seek out and engage with a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
  • Analyse and critically evaluate the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning development and educational diversity)
  • Work proactively and autonomously to select and manage information and use this to engage effectively in academic debate
  • Use the VLE and Internet effectively


Task Length % of module mark
5000 Word Systematic Literature Review
N/A 100

Special assessment rules



Task Length % of module mark
5000 Word Systematic Literature Review
N/A 100

Module feedback

Individual written feedback reports for summative assessments, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Dehaene, S. (2011) The Number Sense: How the Mind Creates Mathematics, Revised and Expanded Edition, NY: Oxford University Press.

Lourenco, S. F., & Longo, M. R. (2010) General magnitude representation in human infants. Psychological Science, 21,873-881.

Jordan, K. E., Suanda, S. H., & Brannon, E. M. (2008).Intersensory reduncancy accelerates preverbal numerical competence. Cognition, 108, 210-221.

Jacob, S. N., Vallentin, D., & Nieder, A. (2012). Relating magnitudes: The brain's code for proportions. Trends in Cognition Sciences, 16, 157-166.

Siegler, R. S., Fazio, L. K, Bailey, D. H., & Zhou, X. (in press). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Sciences.

Sarama, J., & Clements, S. H. (2004). Building Blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 191-189.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.