Development and disturbances in arithmetics

Duration

30h Th

Number of credits

Lecturer

Laurence Rousselle

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

This sequence of learning aims at describing the origins and the typical and atypical development of math competences. The following topic will be presented :
Introduction to basic notions to understand the development of numerical cognition
Phylogenetic origins of numerical competencies:

• Evolution of numerical notation in the human species
• Numerical Competence in Animals

• The initial state: digital skills in the baby
• Typical numerical and arithmetical development: How Does numerical and arithmetical processing develop in children?
• cognitive and neural basis of numerical development
• relationship between fingers and numbers
• neuroimaging data

• Clinical signs
• Classification
• Diagnostic criteria
• Explanatory hypotheses
• Neuroimaging data
• Associated disorders: dysphasia and dyslexia,
• math learning disabilities at school : reasonable accommodations
   
   
   

Learning outcomes of the learning unit

The objective of this course is to give students the necessary theoretical background in order to understand the vast field of numerical cognition.  They will have to know the main developmental steps and the cognitive processes involved in numerical development. They will havbe able to recognize the main characteristics of mathematics learning disabilities  and understand the factors that could contribute to the emergence of these disorders.

Prerequisite knowledge and skills

Planned learning activities and teaching methods

Ex-cathedra course with audio-visual support

Mode of delivery (face-to-face ; distance-learning)

Face-to-face. The class attendance is recommended.
x

Recommended or required readings

The slides will be posted on the dedicated course area on e-campus
Recommended readings :
Fayol, M. (2013). L' acquisition du nombre, "Que sais-je ?". PUF.
Dehaene, S. (2010). La Bosse des Maths. Nouvelle édition revue et complétée, Paris : Odile Jacob.

Assessment methods and criteria

Written examination: 3 parts

• True-False: Core knowledge (Introductory Course). On the written examination, a failure to true-false questions on basic notions of the course (10 questions, 1 tolerated error) will lead to a maximum note of 6/20. The success of this part gives access to the rest of the exam

• Multiple Choice Questions
• Open-ended questions

Work placement(s)

Organizational remarks

Contacts

Prof. L. Rousselle, Lecturer laurence.rousselle@ulg.ac.be   Assistantes : Magali Ngawa m.ngawa@ulg.ac.be Line Vossius line.vossius@ulg.ac.be  

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