New research suggests that excessive crowding effects might be a characteristic of DD, independent of other associated neurodevelopmental disorders. Visual crowding refers to the inability to identify objects when surrounded by other similar items.
“Early math skills have the greatest predictive power, followed by reading and then attention skills,” reports a psychology squad led by Greg J. Duncan, in School readiness and later achievement, published in Developmental Psychology in 2007. Follow-up studies continue to confirm the importance of early math skills. The more math-oriented activities kids do before kindergarten, the better they’ll understand math in school. Early math skills foretell higher aptitude in high school math and higher rates of college enrollment. And a 2014 Vanderbilt study determined that for “both males and females, mathematical precocity early in life predicts later creative contributions and leadership in critical occupational roles.”
New research with a large sample size has now confirmed that ANS tasks are not suitable as measures of math development in school‐age populations. The researchers studied other cognitive functions that can replace this as a good measure for Math development in school-age populations, read the article in our link for today to find out what they are.
Here is an interesting piece of research. it appears that when children at the age of four can recognize and draw our Arabic numbers, this is a predictor of how well they will do with arithmetic at six years of age.
A group researchers from Norway has now developed a theory that, like Dyslexia, Dyscalculia also can be impacted or caused by vision problems. A new app can make it easier to investigate the issue. It can help to determine if someone is struggling with visual processing associated with rapid changes in their surroundings.
Great editorial article and 25 other articles with research findings about individual differences in arithmetic. It seems that an average British class of 11-year-olds is likely to contain the equivalent of a 7-year range in arithmetical ability
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.
Hello @eqao – Learning Styles theory has been repeatedly debunked- it would be great if you would refrain from using your influential platform to spread education myths and instead helped to spread evidence-informed approaches to Ed https://t.co/xnbk6j19Uc
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
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.
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
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
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.
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.
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.
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