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LD1006 Cognitive Psychology for Teachers: Mathematics 3.0 credits

In this course, you will learn about research in cognitive psychology and its contribution to how students learn mathematics. This course focuses on implementing research findings and strategies from cognitive psychology into classroom practice. By understanding underlying concepts about human cognition, learning, and working memory, students in this course will be able to create teaching activities that promote student learning in mathematics.

Choose semester and course offering

Choose semester and course offering to see current information and more about the course, such as course syllabus, study period, and application information.


For course offering

Autumn 2024 Start 28 Oct 2024 single courses students

Application code


Headings with content from the Course syllabus LD1006 (Autumn 2023–) are denoted with an asterisk ( )

Content and learning outcomes

Course contents

The course intends to develop skills and abilities in understanding, analysing, planning and implementing learning strategies for improving students' learning in mathematics.

  • Overview of research from cognitive psychology and how research results can be applied in learning situations.
  • Critically review and evaluate research in the area of mathematics teaching.
  • Design, develop and discuss learning activities that can be used in learning situations to improve students' learning.

Intended learning outcomes

After passing the course, the student should be able to:

  1. Describe and analyse how strategies from cognitive psychology and the course literature can be applied in different learning situations to improve students' learning in mathematics.
  2. Give an account of how underlying cognitive processes such as long-term memory and working memory load influence students' ability to learn mathematics.
  3. Design and apply learning activities that can justify and improve students' learning in mathematics and be able to explain advantages and disadvantages of such learning activities based on the course literature.

Literature and preparations

Specific prerequisites

General entry requirements only

Recommended prerequisites

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Examination and completion

If the course is discontinued, students may request to be examined during the following two academic years.

Grading scale

P, F


  • LEXA - Continuous Assessment, 3.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Continuous assessment. The examination components include e.g. multiple-choice questions, open-ended questions and case assignments. For a final grade, a Pass on all examination components is required.

Opportunity to complete the requirements via supplementary examination

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Opportunity to raise an approved grade via renewed examination

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Ethical approach

  • All members of a group are responsible for the group's work.
  • In any assessment, every student shall honestly disclose any help received and sources used.
  • In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Further information

Course room in Canvas

Registered students find further information about the implementation of the course in the course room in Canvas. A link to the course room can be found under the tab Studies in the Personal menu at the start of the course.

Offered by

Main field of study

Technology and Learning

Education cycle

First cycle

Add-on studies

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Malin Jansson, (