2023-2024 / PSYC1120-1

Digital processing and mathematical learning: development and disorders


30h Th

Number of credits

 Bachelor in psychology and education : speech and language therapy3 crédits 
 Master in speech and language therapy (120 ECTS)3 crédits 
 Master in psychology (120 ECTS)3 crédits 


Laurence Rousselle

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January


Schedule online

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 :

  • Evolution of numerical notation in the human species
  • Numerical Competence in Animals
  • Ontogenesis : inital state
  • Typical development of numerical skills
  • Numbers and fingers
  • Math learning disabilities 
  • Acquired math learning disabilities

Learning outcomes of the learning unit

The objective of this course is to give students the necessary theoretical background in order to understand the 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, hybrid learning)

Face-to-face course

Additional information:

With the exception of 1 or 2 sessions which can be podcasted

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.
 Knops, A. (2019). Numerical cognition: The basics. Routledge.

Exam(s) in session

Any session

- In-person

written exam ( multiple-choice questionnaire, open-ended questions )

- Remote

written exam ( multiple-choice questionnaire )

Additional information:

The final assessment is a written exam consisting of a first part with closed questions (generalised true-false; out of 20 points) and a second part with open questions (out of 20 points). The first part evaluates the knowledge of the course content while the second part evaluates the understanding of the contents and the ability to apply and analyze it. The student must therefore obtain a score of at least 10/20 for each part.

  • If the student fails the first part, the second part is not marked and a score of 0/20 is awarded for the second part. The overall score awarded is the average of the mark for the first part and the mark of 0/20. The answers expected for the second part (Open-ended Questions) will be explained to the students present at this session.
  • If the student passes the first part and fails the second, only the mark for the second part (out of 20) is awarded. The mark for the first part is therefore not taken into account in calculating the overall mark.
  • If both parts are passed, the overall mark is established by averaging the two marks.

Work placement(s)

Organisational remarks and main changes to the course


Lecturers : Prof. Laurence Rousselle, laurence.rousselle@uliege.be

Assistantes :

  • Fanny Brévers : brevers@uliege.be
  • Céline Fortin : fortin@uliege.be

Association of one or more MOOCs

Items online

The slides will be posted on the dedicated course area on e-campus