Deeper Learning

Dyscalculia: News from the web:

Great quote from this wonderful read:

Although deeper learning in current early-grade mathematics classrooms is rare, a research-based program called Number Worlds has been implemented and studied in pre-K through grade 2. The program
is based on six guiding principles:
§ Expose children to the major ways numbers are represented and talked about.
§ Provide opportunities to link the “world of quantity” with the “world of counting numbers” and the
“world of formal symbols.”
§ Provide visual and spatial analogs of number representations that children can actively explore in
hands-on fashion.
§ Engage children and capture their imagination so that the knowledge constructed is embedded not
only in their minds, but also in their hopes, fears, and passions.
§ Provide opportunities to acquire computational fluency as well as conceptual understanding.
§ Encourage the use of metacognitive processes—such as problem solving, communication, and reasoning—that will facilitate the construction of knowledge.

Read all about it: HERE

Overview of Acquired Dyscalculia research

Dyscalculia: News from the web:

Michael McCloskey from Johns Hopkins University writes an article about the research into acquired dyscalculia. This is the form of Dyscalculia that you do not have from birth but that you acquire later in life through a trauma involving your brain. This could be a fall or an accident. It is not widely know this form of Dyscalculia so it is great to see this overview.

Read all about it: HERE

Research recommendations from Nigeria

Dyscalculia: News from the web:

Recommendations from recent research in Nigeria are listed below. Please read the full report in our link for today:

Based on the discussions of the findings, the following recommendation were made:

Dyscalculia test should be adopted by parents, school administrators and counselors to
assess students who may be having difficulty in mathematics or arithmetic for proper
diagnosis

Assessment instruments used within the school system be it at primary, secondary or higher
institutions should be subjected to the DIF analysis for bias item analysis as this would
provide the necessary statistical evidence that a particular assessment instrument is not
bias.

Read all about it: HERE

Dyscalculia | memory problems and lack of counting automation

Dyscalculia: News from the web:

A, small, new research showed various causes of the problems with arithmetic:

Our results show that differences in performance between the two groups of children were significant for addition but not for multiplication. Moreover, concerning additions, children with dyscalculia presented more difficulties for non-tie (e.g., 3 + 4) than tie problems (e.g., 3 + 3). Altogether, our results support the fact that, in our sample, the difficulties encountered by children with dyscalculia in arithmetic were due to working memory limitations or, alternatively, to a deficit in the automatization of counting procedures.

An investigation of the possible causes of arithmetic difficulties in children with dyscalculia
Jeanne BagnoudRomain MathieuJasinta DewiSandrine MassonSibylle Gonzalez-MongeZumrut KasikciCatherine Thevenot
Dans L’Année psychologique 2021/3 (Vol. 121), pages 217 à 237

Read all about it: HERE

Men and Women think about math differently

Dyscalculia: News from the web:

The story is a bit more complex. Brand new, not even published, research shows that Mathematics-gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women. A very interesting find in a large study among university students. Read the pre-print abstract in our link for today.

Read all about it: HERE

You can predict dyscalculia in KG

Dyscalculia: News from the web:

Research shows that children who have trouble recognizing and working with Arabic numerals (our regular number system) most likely will have trouble with arithmetic later in their school career. This means that we could already recognize math learning difficulties in KG and thus be proactive with our interventions.

Read all about it: HERE

How far does the counting of animals go?

Dyscalculia: News from the web:

 Honeybees count landmarks when navigating toward sources of nectar. Lionesses tally the number of roars they hear from an intruding pride before deciding whether to attack or retreat. Some ants keep track of their steps; some spiders keep track of how many prey are caught in their web. One species of frog bases its entire mating ritual on number: If a male calls out — a whining pew followed by a brief pulsing note called a chuck — his rival responds by placing two chucks at the end of his own call. The first frog then responds with three, the other with four, and so on up to around six, when they run out of breath.

Read all about it: HERE

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Distance learning is not that bad

Dyscalculia: News from the web:

Lots of debate about the topic but in our link for the day an article from Holly White at Edgenuity and she explores the benefits of distance learning for students.

Read all about it: HERE

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Growing research in Dyscalculia

Dyscalculia: News from the web:

The Dyscalculia Blog has a nice page with the latest research into dyscalculia. Great initiative. We need more research, so there will be more awareness, so there will be more interest, so there will be more options for teachers to become dyscalculia tutors.

Read all about it: HERE

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Causes of Dyscalculia

Dyscalculia: News from the web:

Two hypotheses attempt to explain the main cause of dyscalculia. The first hypothesis suggests that a problem with the core mechanisms of perceiving (non-symbolic) quantities is the cause of dyscalculia (core deficit hypothesis), while the alternative hypothesis suggests that dyscalculics have problems only with the processing of numerical symbols (access deficit hypothesis).

Read all about it: HERE

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Dyscalculia equally divided

Dyscalculia: News from the web:

Interesting finding in this new research. The learning challenges that were once thought to be 3 to 1 ratio males to females, now seem to be more than 1 to 1.

Read all about it: HERE

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The main cause of Dyscalculia

Dyscalculia: News from the web:

There is still research necessary to find out exactly where Dyscalculia finds it’s origin:

Two hypotheses attempt to explain the main cause of dyscalculia. The first hypothesis suggests that a problem with the core mechanisms of perceiving (non-symbolic) quantities is the cause of dyscalculia (core deficit hypothesis), while the alternative hypothesis suggests that dyscalculics have problems only with the processing of numerical symbols (access deficit hypothesis). In the present study, the symbolic and non-symbolic numerosity processing of typically developing children and children with dyscalculia were examined with functional magnetic resonance imaging (fMRI). Control (n=15, mean age: 11.26) and dyscalculia (n=12, mean age: 11.25) groups were determined using a wide-scale screening process.

Read all about it: HERE

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Research on Dyscalculia Subtypes

Dyscalculia: News from the web:

The new research found two robust subtypes: A slightly impaired subtype and a strongly impaired subtype. Subtypes differed most strongly regarding mathematical abilities, but the analyses suggest that differences in attention could also be a key factor. Therefore, comorbid attention difficulties seem to be a relevant factor that needs to be considered when establishing subtypes. Substantial intelligence differences between dyscalculia subtypes could not be found. Differences in working memory and reading fluency were negligible. Overall, the results seemed to be robust regardless of the diagnostic test used for assessing dyscalculia. When planning interventions for children with Dyscalculia, the existence of a subtype with substantial attention problems should be kept in mind.

Read all about it: HERE

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The numeracy mystery

Dyscalculia: News from the web:

The mindmatters blog has a great story about numeracy. It shows the research done and tries to de-mystify the numeracy and to explain how we learn to count.

A nice, short and easy to read story.

Read all about it: HERE

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Dyscalculia can hurt your career and salary opportunities

Dyscalculia: News from the web:

Not one, not two, or three studies show a direct relationship between the ability to understand and master mathematical concepts and future employment and socioeconomic success. This concept is not entirely new. Education by area has always been related to the socioeconomic factor of families. However, for the psychology professors Stuart J. Ritchie and Timothy C. Bates of the University of Edinburgh, they are mathematics the ones that take the lead in this relationship.

Read all about it: HERE

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Parental impact

Dyscalculia: News from the web:

Dr. Lara Turci Faust, just successfully defended her (amazing) dissertation on how change in parents’ valuing of math and sports influences changes in their children’s values- and vice versa!

Contact her about it: HERE

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Spatial ability used to detect Dyscalculia

Dyscalculia: News from the web:

A thesis from 1996 had as purpose:

The purpose of this study was to examine how spatial
abilities as measured on the Kaufman Assessment Battery for
Children (K-ABC) could be used to predict dyscalculia.

Spatial abilities were found to be most closely approximated on the
Spatial Memory subtest in the ability battery. This subtest
was examined in relationship to the Arithmetic subtest on the
achievement battery, and a high correlation was demonstrated.

This is interesting because there was critisism about the traditional way of assessing Dyscalculia by comparing ability (IQ) with achievement and this was a great measure to serve as an alternative.

Read all about it: HERE

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How much do educators in the UK know about dyscalculia?

Dyscalculia: News from the web:

There is a PhD student from Loughborough University trying to find that out.

Their study has the following aims:

1. Educators’ awareness, knowledge and understanding of dyscalculia (a specific learning disorder in mathematics) and co-occurring developmental disorders.

2. Educators’ experiences of pre-qualifying and in-service training in dyscalculia and other developmental disorders.

3. Strategies and interventions that are currently working well to support children at risk of dyscalculia.

4. Educators’ perceptions about what might be beneficial in improving the outcomes of children at risk of dyscalculia. 

Read all about it: HERE

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dyscalculia research

Dyscalculia: News from the web:

We had to share this research paper about interventions in teaching math to students with learning disabilities. The short is that the interventions were successful, for a longer and more in-depth see below, for the whole paper, click the read all about it link

The purpose of this study was to examine the effects of utilizing explicit instruction, point-of-view video modeling, and augmented reality technology to teach mathematics to students with disabilities. A multiple probe single-case research design was used. Three students with learning disabilities who were receiving special education services in mathematics participated in the study. The results were analyzed using visual analysis of trend, level, and variability. Tau-U was calculated to be 0.98 on the participants’ overall results from baseline to intervention. The results demonstrated a functional relation between the intervention and the students’ performance on three rational number mathematics skills. Participants’ maintenance and generalization of the rational number skills were measured with variable findings. The intervention was determined to be socially valid by the participants and teachers.

Read all about it: HERE

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Here is where we find dyscalculia

Dyscalculia: News from the web:

Wonderful study that shows real differences between the brains of typical developing children and those with developmental dyscalculia.

we did find significant differences in regions-of-interest tracts which had previously been related to math ability in children. The major findings of our study were reduced white matter coherence and shorter tract lengths of the left superior longitudinal/arcuate fasciculus and left anterior thalamic radiation in the DD group. Furthermore, lower white matter coherence and shorter pathways corresponded with the lower math performance as a result of the correlation analyses. These results from regional analyses indicate that learning, memory and language-related pathways in the left hemisphere might underlie DD.

doi: https://doi.org/10.1101/2021.04.16.440038

Read all about it: HERE

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Telling time and dyscalculia

Dyscalculia: News from the web:

Considering that difficulties in reading clocks in early classes can be an early indicator of
dyscalculia, classroom teachers may need to pay close attention to the difficulties experienced by six and seven-year-old children (Burny et al., 2012). In addition, considering the procedural, semantic,
and spatial difficulties experienced by dyscalculic children, certain adaptations can be made to make it
easier for them to learn to read clocks.

Read all about it: HERE

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Can abacus help dyscalculia?

Dyscalculia: News from the web:

Students with an abacus course demonstrated better performance in arithmetic computation and spatial short-term memory after controlling for age, gender, grade, and other basic cognitive abilities. The results suggest that the abacus course could be an effective tool for DD intervention in natural education settings.

Read all about it: HERE

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The case for musical dyslexia

Dyscalculia: News from the web:

It’s been known that dyslexia could affect the reading of non-language symbols like dyscalculia is the difficulty reading and understanding mathematical symbols. Although recent research supports the fact dyslexia and dyscalculia as separate conditions with unique causes they definitely are similar conditions. If the brain can process words and mathematical symbols differently, then it leaves the question of why not musical symbols too?

Read all about it: HERE

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FUNCTIONAL MATHEMATICS

Dyscalculia: News from the web:

See the research done by Dr. Jeewan Jyoti about

FUNCTIONAL MATHEMATICS: PROBLEMS
AND INTERVENTION OF DYSCALCULIC
ELEMENTARY SCHOOL STUDENTS

RESULTS

  1. There is no significant difference between the scores of Pre-test and Post-test on dyscalculic VIIIth grade students
    with regard to functional mathematics dimension.
  2. There is a significant impact of the Intervention Program on the mathematical performance of dyscalculic
    VIIIth grade students on mathematical disability: Functional mathematics.
  3. The trend in the means for Pre-test (9.66) and for the Post-test (14.66) shows that intervention program improved
    the performance of VIIIth grade student in Post-test as compared to Pre-test scores on functional mathematics
    dimension.

Read all about it: HERE

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Spatial reasoning in early childhood

Dyscalculia: News from the web:

See the interesting article about how important the spatial reasoning along with mathematical modeling is in early childhood.

Curriculum should include ways to promote spatial reasoning through mathematical modeling to develop students’ conceptual understandings .
Mathematical tasks should include both traditional and nontraditional equations
The use of mathematical modeling should connect through a progression
of enactive models, iconic models, and formal, symbolic models. Iconic models are
one way to introduce spatial reasoning tasks and can be integrated throughout the
instructional year to increase students’ flexibility with the structure of equations
and mathematical competency.

Read all about it: HERE

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Parents can assess numeracy

Dyscalculia: News from the web:

Yes new research has shown that parents can assess numeracy but are not so great when it gets down to rating the actual cognitive skills. Yet this is important research as it shows us a way to be able to assess numeracy in large groups of children when other means of researching them in a timely matter would not be available.

Read all about it: HERE

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The trouble with math

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We are looking at a report by Ann Dowker from the University of Oxford and she makes great observations about the What Works for Children with Mathematical Difficulties?

Arithmetic is not a single entity, but is made up of many components. These include knowledge of arithmetical facts; ability to carry out arithmetical procedures; understanding and using arithmetical principles such as commutativity and associativity; estimation; knowledge of mathematical knowledge; applying arithmetic to the solution of word problems and practical problems; etc. Experimental and educational findings with typically developing children, adults with brain damage, and children with mathematical difficulties have shown that it is possible for individuals to show marked discrepancies between almost any two possible components of arithmetic.

Interventions can take place successfully at any time. However, it is desirable that interventions should take place at an early stage, partly because mathematical difficulties can affect performance in other aspects of the curriculum, and partly to prevent the development of negative attitudes and mathematics anxiety. Crucially when planning interventions, it is important to take account of the overwhelming evidence that arithmetical ability is not unitary. It is made up of many components, ranging from knowledge of the counting sequence to estimation to solving word problems. Weaknesses in any one of them can occur relatively independently of weaknesses in the others. Thus, interventions that focus on the particular components with which an individual child has difficulty are likely to be most effective.

Read all about it: HERE

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Accelerate Learning for Students with Disabilities During COVID-19 and Beyond

Dyscalculia: News from the web:

The National Center for Learning Disabilities has written a report on how we can use some opportunities to accelerate learning for students with disabilities during the pandemic and even beyond.

The report is easy to read and has real policy proposals and implementation recommendations.

Read all about it: HERE

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Early Childhood Development and Lifelong Health Are Deeply Intertwined

Dyscalculia: News from the web:

The environments we create and the experiences we provide for young children and their families not only affect the developing brain but also many other physiological systems. Biological systems like the brain and the autonomic nervous system, immune system, heart and gut interact with each other and with the environment and environmental stress negatively influences all of them. Remediation may be possible at any age but outcomes are better and easier to achieve when interventions are provided earlier and more cost effective than trying to fix them later.

Read all about it: HERE

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