ADHD related to food allergies?

Dyscalculia: News from the web:

We see often that children with ADHD also have Dyscalculia and the other way around, we see children with Dyscalculia and many of them also have ADHD. Now a new study suggests:

A study examining the connection between mental health issues in children and common physical conditions found a link between allergies and behavioral disorders like ADHD and ODD.

Read all about it: HERE

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IQ is just the beginning

Dyscalculia: News from the web:

Elsbeth Stern wrote a paper making the point:

Intelligence can be understood as a start-up resource of
information processing which has to be invested in knowledge in order to enable competencies in
a domain.

Read all about it: HERE

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Participation in Early Childhood Education reduces Special Education Placements

Dyscalculia: News from the web:

New research shows that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points).

Read all about it: HERE

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Retrieval or Counting; New study, not even open

Dyscalculia: News from the web:

Researchers are planning a project for the following reason:

Researchers in numerical cognition usually think that the greatest and most common difficulty in children suffering from dyscalculia is retrieval of arithmetic facts from long-term memory. However, we have recently shown that retrieval might not be the optimum strategy in mental arithmetic. In fact, expert adults would rather solve simple problems such as 3 + 2 by automated and unconscious procedures. Therefore, we hypothesize that children with dyscalculia might not present deficit in retrieval but, instead, in counting procedure automatization.

Very interesting but it will take a few years to complete. We will follow this.

Read all about it: HERE

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Stop the comparing method

Dyscalculia: News from the web:

Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected for the given age, education and intelligence. However, current
cognitive developmental neuropsychological studies suggest that not only the core numerical but also the cognitive skills of children with developmental
dyscalculia present deficits.

Read all about it: HERE

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Dyscalculia and Art

Dyscalculia: News from the web:

Here’s a couple of quotes:

“Problems centred in the left side of the brain like Asperger’s, ADD, dyslexia, dyscalculia and motor skills can be improved through art therapy.

“There’s much neurological research done that shows we’re increasing the right side of the brain through colour and visualising and using cognitive interaction.

“Problem-solving is a creative process and art is very beneficial to reduce stress and anxiety.”

Read all about it: HERE

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Math as creativity

Dyscalculia: News from the web:

Best quote:

There are no topics in mathematics; only artificial barriers that we have erected to help organise the curriculum. At school, we study topics in discrete chunks and come to understand them as separate islands of knowledge. Yet the most powerful and interesting mathematics arises when we cut through these barriers.

Read all about it: HERE

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In 2007 research found the dyscalculia location

Dyscalculia: News from the web:

Scientists think they have found the area of the brain that goes wrong in people with dyscalculia – a condition that renders them unable to perform arithmetic.

This study is the first demonstration that the parietal lobe is the key to understanding developmental dyscalculia. The disorder is just as prevalent in the population as dyslexia and attention deficit hyperactivity disorder – around 5% of the population – however, the underlying brain dysfunction causing dyscalculia is still a mystery.

Read all about it: HERE

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Math anxiety and Math performance

Dyscalculia: News from the web:

Research findings suggest that cognitive and emotional mathematics problems largely dissociate and call into question the assumption that high mathematics anxiety is exclusively linked to poor mathematics performance.

Read all about it: HERE

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Rethink those labels

Dyscalculia: News from the web:

Rethinking Giftedness from YouCubed on Vimeo.

Great quote: The labelling of some students sends negative messages about potential, that are out of synch with important knowledge of neuroplasticity showing that everyone’s brains can grow and change. But few people realize that those labels are damaging for those who receive them too.

Read all about it: HERE

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Dyscalculia and Attention span

Dyscalculia: News from the web:

Significant educational delays, even in the absence of cognitive-processing
deficits, can be attributed to the inability to sustain attention.

Read the very interesting research by Ronald L Lindsay* MD, Nisonger Center UAP, The Ohio State University, Columbus, OH;
Terry Tomazic PhD, Department of Research Methodology,
St Louis University, St Louis, MO;
Melvin D Levine MD, Clinical Center for the Study of
Development and Learning, University of North Carolina,
Chapel Hill, NC; and
Pasquale J Accardo MD, Westchester Institute for Human
Development, New York Medical College, Valhalla, NY, USA.

Read all about it: HERE

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Yes, Dyscalculia is inborn, read the proof.

Dyscalculia: News from the web: (not new but still very relevant)

Karin Landerl and her team at the University of Graz, Austria, investigated the development of numerical processing in elementary school children with dyscalculia and a control group with good arithmetic skills.

Landerl and colleagues conclude a biologically driven deficit causes children with dyscalculia to have an imprecise internal representation of numbers, which explains these children’s difficulty with the number line task.

Read all about it: HERE

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Brain stimulation for math ability

Dyscalculia: News from the web:

Many questions loom over transcranial direct current stimulation (tDCS), a non-invasive form of neurostimulation in which constant, low current is delivered directly to areas of the brain using small electrodes. It was first established in neuroscience research in the 1950s and 60s, but has seen rapid growth, particularly in the last five years. Originally developed to help patients with brain injuries such as strokes, tDCS is now also used to enhance language and mathematical ability, attention span, problem solving, memory, coordination, and even gaming skills. The authors in our link for today examine its potential and pitfalls.

Read all about it: HERE

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Carol Dweck, congrats!

Dyscalculia: News from the web:

We are big fans of the work of Carol Dweck on the growth mindset and now she has won a prize for it with a huge research budget attached!

It’s the first prize awarded in a competition launched last year by Chinese technology billionaire Charles Chen Yidan that is intended to “empower the change-makers in education, build a global community of education leaders and, ultimately, create long-lasting, enlightening impacts on mankind as a whole.” The award, which includes a $1.9 million cash award and an equal-size project fund, is the largest financial prize in education research.

Read all about it: HERE

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The lack of Dyscalculia Awareness

Dyscalculia: News from the web:

 According
to Butterworth, Varma and Laurillard
(2011), the National Institutes of Health
(NIH) had spent $107.2 million funding
dyslexia research in the United States
since 2000, but had spent only $2.3
million on dyscalculia research.

Read all about it: HERE

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Oh the memories

Dyscalculia: News from the web:

A very interesting article by John Hawthorne in our link for today. He highlights some common things about the memory that we may not be aware of.

For our purposes a great point is that he highlights that learning something by rote is very difficult. His quote:

Simply put, the human memory isn’t particularly good at rote memorization.

Read all about it: HERE

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Lack of funding for Dyscalculia Research

Dyscalculia: News from the web:

I’m reading the bulletin learning difficulties from Australia and they comment on the remarkable difference between research funding for dyslexia and dyscalculia:

the National Institutes of Health
(NIH) had spent $107.2 million funding
dyslexia research in the United States
since 2000, but had spent only $2.3
million on dyscalculia research. This
is despite the prevalence of the two
conditions being similar. This apparent
lack of awareness and action may have
consequences for both the individual
and the community

Read all about it: HERE

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About how you learn

Dyscalculia: News from the web:

There is lots involved in your brain when you learn something. Research is getting more insights every year in how exactly everything works. The article in the link is a very interesting piece that gives lots of details and shows what they are working on now.

Read all about it: HERE

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Finger Training Intervention

Dyscalculia: News from the web:

Very interesting study about finger training and how interventions involving the fingers may improve skills:

This study has shown that an intervention that combines finger training with number games can improve quantitative skills among 6–7-year-old children. It supports the findings of previous research arguing for a functional relationship between finger gnosis and numeracy. We argue that this study provides evidence that fingers represent a means for children to bridge between other (verbal, symbolic, and non-symbolic) representations of number and that this contributes to children’s developing understanding. The large effect size suggests that with further refinement and replication, the combined finger training and number games intervention could be a useful tool for teachers to use to support children’s developing understanding of number.

Read all about it: HERE

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Visual form perception and Math Achievement

Dyscalculia: News from the web:

Visual form perception has unique contributions to numerosity comparison, digit comparison, and exact computation, but has no significant relation with approximate computation or curriculum-based mathematical achievement. These results suggest that visual form perception is an important independent cognitive correlate of lower level math categories, including the approximate number system, digit comparison, and exact computation.

Read all about it: HERE

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