10905 Mathematical Disabilities: Cognitive, Neuropsychological and Educational Perspectives 1
Credits: 6 advanced credits in Psychology or in Learning Disabilities
Prerequisites: 36 credits, including: Introduction to Statistics for Students of Social Sciences I, Introduction to Statistics for Students of Social Sciences II, Research Methods in Social Sciences, Cognitive Psychology, Physiology of Behavior, Participation in Psychological and Educational Research and Research Experience, Regression Analysis and Analysis of Variance. Students must also fulfill all English requirements and take bibliographic instruction in the Library.
The course is based on a reader edited by Avishai Henik and Orly Rubinstein.
The course deals with aspects of processing number concepts and calculation processes (models, development, brain representation, teaching), while emphasizing the variety of current research paradigms and accepted theories. The course also addresses developmental and acquired mathematical disabilities (developmental dyscalculia and acquired acalculia) along with an overview of developments in the field in the past 15 years.
Objectives: To discuss the developmental, neuro-cognitive and educational dimensions of the number concept and of calculation skills, while addressing a variety of up-to-date research paradigms (for example, behavioral studies that examine number and size comparison tasks, brain imaging studies, etc.) and accepted theories. To discuss developmental and acquired mathematical disabilities, and relate to causes, expression, diagnosis methods and ways of coping in the education system and society. To develop scientific and critical thinking by reading up-to-date articles in the field.
1Students may write a seminar paper in this course, although it is not required.