Read the post by prof Amanda Kirby in our link for today
Why do we seek a label or diagnosis? Does it help? Does it limit who we are? Does it define us? Does it explain? Does it allow us to understand how to look for more information? Does it allow us to have a more meaningful conversation with others?
UK govt report, Mental Capital and Wellbeing: “Developmental dyscalculia is currently the poor relation of dyslexia, with a much lower public profile. But the consequences of dyscalculia are at least as severe as those for dyslexia.” Summarised in Beddington & al, Nature, 2008
New research from the University of Arizona discovered something about the link between learning and failure. To begin with, it’s already known that you’re not learning if you’re succeeding 100% of the time – that means the task is too easy. A little bit of failure means that something is just hard enough. (If you’re always failing, you may be in over your head).
Researchers found a precise answer to the link between learning and
failure: the most favorable spot for learning something new is when
you’re failing about 15% of the time.
Or in other words, you’re getting it right 85% of the time.
At least not in their brains when they do math, according to a new study. However once you get to higher math intense subjects, boys seem to outnumber girls 3 to 1 in those fields. With no difference in the brains, you would think the way we work with them may explain that later difference.
A new study focused on how well adults with developmental dyscalculia can recognize patterns. It showed that adults with developmental dyscalculia have a deficit in their ability to recognize model independent patterns.
See the link in for today. A new study confirms that people using Jump Math do make significant increases in their math performance.
A research team from The Hospital for Sick Children and the Ontario Institute for Studies in Education at the University of Toronto released a noteworthy study that followed students over the course of two years in a randomized controlled trial (RCT) funded by the US Department of Education. The results of the extensive study showed positive effects in elementary grades on a range of math outcomes for students in the JUMP Math group. At the end of this two-year study, progress of the JUMP Math students was equal to or significantly greater than the control group on every measure of achievement and often greater than expected progress based on test norms.
More and more companies are now attempting to recruit a neuro divers workforce to reap the benefits of the various perspectives they bring. The article in our link for today provides some tips on how to get there.
To make technology accessible for people with cognitive disabilities, we need to have a broad understanding of these types of disabilities. A disability is a condition that limits a major life activity. Communicating, learning and working are examples of major life activities. Some types of cognitive disabilities are aphasia, autism, attention deficit, dyslexia, dyscalculia, intellectual and memory loss. In our link for today a handy guide that explains it all and gives some great advice on how to ensure that technology remains accessible also for people with cognitive disabilities.
A quite different take on what could cause dyscalculia in our link for today.
The writer claims it all has to do with a faulty human GPS (proprioceptive & vestibular systems). Dyscalculia is mentioned in a long list of other things that could affect you and it can all be helped with finding a better balance. Long read but worth it.
The ADHD foundation has published a comic for neuro divers children. It is a story about children with a variety of learning disabilities who go from being bullied and being unhappy at a school to finding help and new friends and their learning disabilities seen as normal..
Best quote:”It is normal for children to be different”
Math Unfolded: An Exhibit of Mathematical Origami Art,” to show math buffs and art fans alike how geometry, algorithms and math formulas can create exciting works of art through the science of origami.
Once Mario Ornelas found out he had dyscalculia, dyslexia and weak working memory, he decided to give college another shot. He went to Landmark College, a school that focuses on helping students with dyslexia and other learning differences. In this video, he talks about what it was like to find a college program that supports students with learning differences.
Elinor McNeel left college in 1972 because she struggled with math. More than 40 years later, when she enrolled in Penn State World Campus to finish her degree, she learned that what she struggled with had a name: dyscalculia. She’s since completed her associate degree this past summer and is working toward her bachelor’s degree.
In the area of math, if a test is to accurately reflect a dyslexic or dyscalculic student’s aptitude or achievement in math, accommodations (like a calculator) must be put in place to ensure the test is accurately assessing the knowledge, understanding, or problem solving ability, rather than processing speed, handwriting ability, or ability to speed or accuracy of retrieving basic math facts.
The story of someone who, due to her dyscalculia, can not manage a pin code. In the US this is not a major issue as the credit and bank cards can be used at chip and signature but over in Europe, you need a special requested card from your bank and, as the story shows, not all companies accept them.