Supplementary materials for courses given at UiO 2018–2019.

**Matematikkvansker SPED1300/SPED2100/SPED3000/SPED3100/SPED4400**

**Articles (open access)**

**Når tall blir et mareritt.**Artikkel a M. Vartun, K. Høegh-Omdal, T. Smestad og Ø. Andresen (UiO, 2017)**Matematikkvansker**. Article in matematikk.org by Marit Holm (2011)**When your brain cannot do 2 + 2: a case of developmental dyscalculia**. Article in Frontiers of Young Minds by S. Bugden & D. Ansari (2014).**Math anxiety: Can teachers help students reduce it?**Article in American Educator by S. L. Block & D. T. Willingham (2014).**Fluency without fear: Research evidence on the best ways to learn math facts.**Article in YouCubed by J. Boaler (2015).**No intrinsic gender differences in children’s earliest numerical abilities.**Article in npj Science of Learning by A. J. Kersey, E. J. Braham, K. D. Csumitta, M. E. Libertus, & J. F. Cantlon (2018).**Dyscalculia from a developmental and differential perspective.**Article in Frontiers in Psychology by L. Kaufmann, M. M. Mazzocco, A. Dowker, M. von Aster, S. M.m Göbel…, & H-C. Nuerk (2013).**Neural correlates of math anxiety – an overview and implications.**Article in Frontiers in Psychology by C. Artemenko, D. Daroczy, & H-C. Nuerk (2015).**Finger usage and arithmetic in adults with math difficulties: evidence from a case report.**Article in Frontiers in Psychology by L. Kaufmann, S. Pixner & S. M. Göbel (2011).**Do manipulatives help students learn?**D. T. Willingham (2017).**Teaching number skills and concepts with Numicon materials****.**T. Wing & R. Tacon (2007).

**Videos**

**Divided by numbers: studying with dyscalculia**. This documentary gives you an accurate 30-minute-impression of the world according to youngsters with dyscalculia. (28:17)**Number Talks: Ten frames and dot cards.**How ten frames and structured dot cards can be used with young children? (5:31)**One-to-one correspondence.**Does the preschool-aged child master one-to-one correspondence? (1:16)**Matching quantity.**Can the child recognize the quantity quickly? Can the child count a given number of objects? (1:34)**Cardinality.**This video describes children’s recognition of total quantity (cardinality). It also provides examples of how early childhood professionals can both explicitly teach this skill and support its development through daily routines and play. (4:41)**Parts and wholes.**Is the child able to determine how many there are missing from a larger group? How does the teacher adjust the assessment?**Number Talks: 16 + 15.**How can you use number talk in finding out different calculation strategies the children use? (3:07)- Ad
**ding 2 x 2 digit numbers using Numicon Shapes.** **How to teach math as a social activity?**How to use cooperative-learning environment in mathematics? How can the children with mathematics difficulties taken into consideration? (8:54)**Dyscalculia**explained by B. Butterworth (11:02)

**Other resources**