Duration
30h Th
Number of credits
| Bachelor in psychology and education : speech and language therapy | 3 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course unit aims to describe the origins and the typical and atypical development of numerical cognition. It presents the main theoretical foundations and empirical findings required to understand how humans process quantities and construct numerical representations. In particular, it examines the hypothesis that humans possess a biologically inherited cognitive capacity for processing certain numerical or quantitative dimensions. Knowledge of developmental trajectories and their underlying mechanisms should enable students to better understand the diversity of profiles observed in children, identify the nature of their difficulties, and support their clinical reasoning in assessment and intervention.
The following topics will be covered:
- the fundamental concepts of the field: number, its properties, the different formats in which numbers are represented, its different uses and meanings, and the main quantification processes;
- the evolutionary origins of numerical cognition, through the study of how quantitative and numerical abilities emerged during evolution and their comparison across humans and other animals;
- the arguments for and against the existence of a biologically inherited capacity for numerical processing;
- the ontogenetic development of numerical cognition, from early abilities in infants and young children to the main stages in the development of numerical and arithmetic skills;
- the contribution of different cognitive functions to the development of numerical and mathematical skills, including language, memory systems - particularly working memory -, executive functions, and reasoning;
- the role of fingers and finger-based representations in the development of numerical representations and mathematical learning;
- the neurobiological bases of quantity and number processing;
- the atypical development of numerical cognition, particularly mathematics learning disorders, their different profiles, and the neurodevelopmental disorders frequently associated with them.
Learning outcomes of the learning unit
By the end of this learning unit, students will be able to:
- define and distinguish the main concepts of numerical cognition, including number, its properties, its different formats and uses, and quantification processes;
- explain the evolutionary origins and ontogenetic development of numerical cognition and critically discuss the evidence for and against the existence of a biologically inherited capacity for numerical processing;
- describe the main stages in the development of numerical and arithmetic skills, as well as the neurobiological foundations of numerical cognition;
- explain the contribution of the main cognitive functions and finger use to numerical development and learning;
- identify the main characteristics and different profiles of mathematics learning disorders, the risk factors that may contribute to their emergence, the factors that may contribute to their persistence, and the neurodevelopmental disorders frequently associated with them;
- apply the theoretical knowledge presented in the course to understand and analyse situations involving the typical or atypical development of numerical and mathematical skills and to support clinical reasoning.
Prerequisite knowledge and skills
Planned learning activities and teaching methods
Ex-cathedra course with audio-visual support, case studies
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
Course materials and recommended or required readings
Further information:
The slides will be posted on the dedicated course area on e-campus
Recommended readings :
Lafay, A. & Villain, M. (2024). Troubles de la cognition mathématiques : De la compréhension à l'intervention. De Boeck Supérieur.
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 )
Further 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 both parts are passed, the overall mark is established by averaging the two marks.
If one part is failed, the final mark will be the mark of the lowest part.
If both parts are failed, the final mark is established by averaging the two marks in failure.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Lecturers : Prof. Laurence Rousselle, laurence.rousselle@uliege.be
Assistantes :
- Fanny Brévers : fanny.brevers@uliege.be
- Marie Ponthot : marie.ponthot@uliege.be
Association of one or more MOOCs
Items online
Slides
The slides will be posted on the dedicated course area on e-campus