Short term numerosity training

Dyscalculia: News from the web:

Data from this brand new study results suggest that short‐term numerosity training enhances the arithmetic performance of DD children by improving their visual form perception.

Read all about it: HERE

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Straight A’s does not mean they actually learn the most

Dyscalculia: News from the web:

Another great article from the Stanford Mathematics outreach project where they look carefully at what the learning for people who get straight A’s actually is.

Read all about it: HERE

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About learning styles

Dyscalculia: News from the web:

See what Daniel Ansari has to say about it.

Read all about it: HERE

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How structured the human brain is from birth

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While work is done teaching artificial neural networks with massive algorithms and supervised teaching, the research suggests that learning by both animal and humans comes with a highly structured brain that for humans already has the skills for math and language

Read all about it: HERE

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Executive function and Math

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The EF+Math Program is a new initiative to fund bold approaches through inclusive discovery and development to dramatically increase math outcomes for students in grades 3-8. They focus on students who have been traditionally underserved.

Read all about it: HERE

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Encoding of numerosity

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From Italy comes a new piece of research that tackles the numerosity and more specific the encoding and how that actually works. Great read, although you need to have access to science.com to read the whole article

Read all about it: HERE

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Formal math instruction cross cultural

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A great study titled “The effects of formal math instruction on arithmetic strategy use: A cross-cultural study” done by

There are differences in the approaches educators use to teach arithmetic in Flanders (Belgium) and Canada. Where in Flanders, there is a discouragement of counting and an encouragement of becoming fluent in arithmetic very early on, the math curriculum in Canada allows for a variety of strategies children can use when they are solving arithmetic problems, including procedural strategie

Read all about it: HERE

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Music for your brain

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A two-year study by researchers at the Brain and Creativity Institute (BCI) at the University of Southern California shows that exposure to music and music instruction accelerates the brain development of young children in the areas responsible for language development, sound, reading skill and speech perception.

Who knows how this will affect their math.

Read all about it: HERE

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Overview and causes of Dyscalculia

Dyscalculia: News from the web:

Great overview in our link for today and a good piece on the ongoing debate about causes of Dyscalculia:

Both domain-general and domain-specific causes have been put forth. With respect to pure developmental dyscalculia, domain-general causes are unlikely as they should not impair one’s ability in the numerical domain without also affecting other domains such as reading. 
Two competing domain-specific hypotheses about the causes of developmental dyscalculia have been proposed – the magnitude representation (or number module deficit hypothesis) and the access deficit hypothesis.

Read all about it: HERE

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Women and Math

Dyscalculia: News from the web:

Story

Great article from the FT about how there is a difference between men and women when it gets to being confident dealing with numbers. The research was done in the UK to mark the second UK National Numeracy Day.

Read all about it: HERE

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Zapping the brain does not always work

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We have talked before about the weak electrical currents that get brought to sections of the brain and help with cognitive functions. New research shows it does not work in all cases and we need to get a lot more specific information before this becomes a viable option.

Read all about it: HERE

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The largest neuroimaging dataset on math development

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Good news that data set is now being made available by Vanderbilt University neuroscientist James R. Booth The goal is to support the work of other researchers across the world who are working to understand how arithmetic skills develop in childhood.

Read all about it: HERE

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This is what you need to do in the first years of school

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A new study shows that a non-symbolic number comparison task had a significant value in the prediction of the Math competency level pointing to the need to take these kinds of tasks into account in the first years of school.

Read all about it: HERE

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There is no difference in gray matter

Dyscalculia: News from the web:

Some detailed research with adults who have dyslexia, dyscalculia or both and they looked at differences in size or surface of the gray matter. Well the conclusion is that there is no difference we can find. This is different from other research, therefor interesting for the development of therapies.

Read all about it: HERE

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Keep it down please

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Researchers measured the brain activity of adults and children ages 6 to 9 as they listened to four recorded stories, each with different levels and kinds of background noise, either other people talking or just general sounds. Children were significantly worse at distinguishing syllables generally, and they struggled much more than adults to follow the speaker as noise increased from other voices in the background.

Read all about it: HERE

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New surprising research

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Read up on this surprising piece of research:

Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability simikir to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Read all about it: HERE

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Careful webdesign for dyscalculia

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This research proposes an integrated learning platform using website that offers learning materials specific for dyscalculia children. The development methodology takes into account understanding the brain process in effort to help the children to overcome their disabilities. Evaluation results showed positive feedback among the users and will be continuously improved to ensure they have equal opportunities in learning.

Waiting eagerly for the site to go live.

Read all about it: HERE

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Careful with screen time for the toddler

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In this cohort study of early childhood development in 2441 mothers and children, higher levels of screen time in children aged 24 and 36 months were associated with poor performance on a screening measure assessing children’s achievement of development milestones at 36 and 60 months, respectively. The obverse association (ie, poor developmental performance to increased screen time) was not observed.

Read all about it: HERE

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Bad and worse news for Dyscalculia

Dyscalculia: News from the web:

Just read this morning the bad news we all knew:
research shows that children with dyslexia are more than a hundred times more likely to receive a diagnosis and educational support than children with dyscalculia. This is despite the fact that dyslexia and dyscalculia are expected to be equally common.

The worse news is that when finally a diagnosis has been made and the school is willing to provide Dyscalculia help, there are too few Dyscalculia tutors to go around.

Dyscalculia Services has an online course for teachers and other interested people to become a Dyscalculia tutor and fill that gap, see it HERE

Read all about it: HERE

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Girls and Boys react different to math anxiety

Dyscalculia: News from the web:

A new study shows that although boys and girls showed more or less equal levels of math anxiety and performed similarly at the arithmetic task, correlation analyses showed that only in girls, math anxiety significantly correlated with math performance. Analyses investigating if math anxiety moderated the effect of gender and grade on math performance revealed significant differences between boys and girls. Higher levels of math anxiety only significantly and negatively moderated math performance in girls, with the greatest effect observed in 2nd grade girls.

Read all about it: HERE

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Research improves learning for pre schoolers

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Interesting research into the mathematical abilities of people with Williams syndrome, Down syndrome, Autism Spectrum Disorders and Developmental Language Disorder has led to finding a more effective way to teach mathematical abilities to pre-schoolers.

Read all about it: HERE

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Learning disability or personality?

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There are a lot of reasons kids may not grasp certain subjects in school. The cause could be a specific learning disorder, like dyslexia in reading or dyscalculia in math. But, what if it may also all boil down to their personality?

Read all about it: HERE

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It’s the numbersense!

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Interesting research to find out if a failing numbersense system is the cause that Dyscalculics have trouble assessing the right quantities when size is varied or if it is a general problem with not being able to discard irrelevant information.

The researchers confirmed, it is probably the numbersense system so that means that looking at non numerical clues may help to cope with a less precise numbersense system.

Read all about it: HERE

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