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).
Interesting research that shows that if you put some color or highlight to the operations in a mathematical challenge, the students improve their solving capabilities. This is a too short summary of this interesting article so please see the full story in our link for today.
Taking care of a child with learning differences can teach you a lot. That’s what Hedy Treviño found out after her daughter died. Hedy became the caretaker for her granddaughter, Savannah Treviño-Casias , who has dyscalculia. Find out what raising Savannah taught Hedy in this video from the National Center for Learning Disabilities.
See and listen to the story from Mario Ornelas who found out he had dyscalculia, dyslexia and weak working memory, he then decided to give college another shot. He went to Landmark College, a school that focuses on helping students with dyslexia and other learning differences. Thanks to the understood organization for sharing this story
Some of the students with anxiety can be helped if you use white boards. The fact that all their answers can quickly be erased when wrong gives them a feeling of security and the courage to try something more. It’s just a little tool. In our link for today we include an advertisement for wipe workbooks where you can register to get a free one.
The understood organization has a great short story on how Dyscalculia can impact a child’s social skills. The learning disability does not just impact their capability to do basic math, that’s only where it starts but the consequences, certainly when not diagnosed and remediated, stretch wider.
Prof Goins is so devoted to opening math up to everyone that he made a career move that shocked many. He left his spot at a research powerhouse to come to Pomona College, a smaller liberal arts school. Read the story in our link for today on what he is doing there now.
Gain a foundational understanding of trauma-informed educational practices and policies with these interactive digital learning modules. This series covers core social and emotional learning concepts, as well as logistical and administrative concerns regarding planning, implementing, and sustaining trauma-informed practices in schools. Empower your students to better manage emotions, recognize strengths and weaknesses, and rise above adversity.
A substantial number of childrendtypically those living in lowincome communitiesdstart kindergarten with inadequate mathematics knowledge (Griffin, 2002; Jordan, 2007; Siegler, 2009; Starkey & Klein, 2008). Effective and scalable mathematics interventions for economically disadvantaged preschoolers are needed because math knowledge measured at school entry predicts both secondary school academic success and future economic opportunity (Duncan et al., 2007; Geary, Hoard, Nugent, & Bailey, 2013; Watts, Duncan, Siegler, & Davis-Kean, 2014). This study tested Math Shelf, a tablet computer curriculum designed to improve at risk preschoolers’ mathematics performance
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.
The use of assistive technology has helped many people with learning disabilities cope with their condition. Two issues however continue to play a role here; only one in ten people with learning disabilities gets diagnosed and only one in ten then can afford the cost of assistive technology. This is a larger challenge in Africa at the moment.
The good people at Maths4Everyone have updated their site and it looks nice and refreshed and is brimming with resources you could use. Some are under development and we can’t wait to see what will be coming there.
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.
Reasoning is such an important part of Math. Unfortunately the children are often just evaluated on what they have right or wrong without the necessary attention to their reasoning skills. See the website from Gareth Metcalfe for some great resources.
Concrete, Pictorial, Abstract (CPA) is a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils. Often referred to as the concrete, representational, abstract framework, CPA was developed by American psychologist Jerome Bruner. It is an essential technique within the Singapore method of teaching maths for mastery.
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