Well one Dutch professor thinks so and points at a study where pupils got 6 weeks of arithmetic drilling and that put them 18 months ahead. The question is for how long that advantage stayed and if those pupils had been rightfully diagnosed with dyscalculia
Martin Saunders writes a good story about the role of language in children’s learning of Mathematics. His conclusion (but you really need to read the whole piece in our link for today):
In summary, it is clear that language is a requirement for mathematical cognition, if not higher cognition in general. Where language is a component of understanding it must also be a requirement for the learning process. A symbiotic relationship exists where dialogue, and in particular creating explanations, aids to build understanding but also to apply this understanding in ever more complex ways. As the ability to consider multiple conceptual areas collectively grows and with number facts readily available a proficient mathematician develops who is able to reason and problem solve with fluency.
Neurodiversity. It’s not a term that rolls off the tongue easily but it’s a concept where neurological differences are to be recognized and respected as any other human variation. These differences can include those labeled with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others. Now organizations such as Microsoft and EY are piloting programs to recruit individuals who have neurological conditions such as Asperger’s which comes under the Autism Spectrum Disorder (ASD), a range of conditions that affect the way a person sees the world, processes information and interacts with other people.
Devon, 14, and Trevor, 11, Langley representing a team from Terre Haute, Indiana, harnessed the power of the rainbow to help dyslexic students learn mathematics. This innovative young team developed the ROY G. BIV Math System, an app designed to improve the way children challenged with dyslexia learn new math concepts. A color-coded system keeps digits in place when children do any kind of math operation. The system uses the rainbow color order so children will recognize if they unintentionally move digits because the familiar ROY G. BIV pattern will also be out of order. By assigning a unique color to each place value, the system makes mathematical operations easier for a child with dyslexia to follow, and also offers learning benefits for children with dysgraphia or a more serious math disorder called dyscalculia. The team’s colorful innovation earned them the FIRST LEGO League Global Innovation Award.
It has been known that children who were born with a very low-birth-weight often have developmental issues and can struggle with math. The study in the link emphasizes the issues with working memory when the children are 11 years of age.
To continue to achieve nationwide excellence in science, technology, engineering and mathematics (STEM) education and workforce development, the National Science Foundation (NSF) has invested $61 million in new awards.
Check out the list of projects and see a few dedicated to Dyscalculia! One is about Neurocognitive underpinnings of dyslexia and dyscalculia!
Smart people at the Linköping University have found out that the brain really focusses only on one thing at a time. So if you are doing one thing, chances are that the brain will reduce some other activities.
The results show that brain activity in the auditory cortex continues without any problems, as long as we are subjected to sound alone. But when the brain instead is given a visual task, such as a written exam, the response of the nerves in the auditory cortex decreases, and hearing becomes impaired.
New research challenges the dominant theory that we are born with a sense of numbers and combines this insight with a theory based on size;
The researchers argue that understanding the relationship between size and number is what’s critical for the development of higher math abilities. By combining number and size (e.g., area, density, and perimeter), we can make faster and more efficient decisions.
Research by Tanya Evans and Michael Ulmann state in their article:
Mathematical disability (MD) is a neurodevelopmental disorder affecting math abilities. Here, we propose a new explanatory account of MD, the procedural deficit hypothesis (PDH), which may further our understanding of the disorder.
Cognifit is on the market with another product, now targeted at schools. The claims of scientific evidence are big and so are the promises, we would like to hear some first-hand experiences as THIS article very recently was very critical of their other claims and products.
Continuous dimensions, such as time, space, and numerosity, have been suggested to be subserved by common neurocognitive mechanisms. Neuroimaging studies that have investigated either one or two dimensions simultaneously have consistently identified neural correlates in the parietal cortex of the brain. However, studies investigating the degree of neural overlap across several dimensions are inconclusive, and it remains an open question whether a potential overlap can be conceptualized as a neurocognitive magnitude processing system.
We’ve said it before and we are saying it again, neuro science is not the solution, it’s a tool alright. See the article in our link for today for some clues on how to go from neuro science evidence to actual effective interventions.
Over a decade ago, Texas officials arbitrarily decided what percentage of students should get special education services — 8.5 percent — and since then they have forced school districts to comply by strictly auditing those serving too many kids, a Houston Chronicle investigation has found.
Their efforts, which started in 2004 but have never been publicly announced or explained, have saved the Texas Education Agency billions of dollars but denied vital supports to children with autism, attention deficit hyperactivity disorder, dyslexia, epilepsy, mental illnesses, speech impediments, traumatic brain injuries, even blindness and deafness.
OK they do not mention Dyscalculia but the path is clear.
Spatial reasoning skills during infancy may predict math ability at age four, according to a new study published in the journal Psychological Science. The findings may help explain why some people embrace math while others fear and avoid it.
Recent research confirms that learning the visual symbols and algorithms for number competence requires extensive exposure and specific teaching and depends on other cognitive abilities like working memory and executive function.
Much as babies develop approximate number sense without first being taught how to count, or fish can naturally tell which shoal is bigger and therefore safer to join, the GENMOD network developed the ability to discriminate between the number of objects with an accuracy matching that of skilled adults, even though it was never taught the difference between 1 and 2, programmed to count or even told what its task was.