In our modern, digital society, difficulties with numbers and arithmetic can have profoundly negative consequences on educational outcomes, career prospects and overall quality of life.
This brief arises from Science of Learning fellowships, funded by UNESCO International Bureau of Education (IBE) and the International Brain Research Organization (IBRO). The IBE-UNESCO/IBRO Science of Learning Fellowships aim to support and translate key neuroscience research on learning and the brain to educators, policymakers, and governments.
In the 21st century, lack of adequate numeracy skills can have profound negative consequences for educational success, career prospects and overall quality of life;
Developmental Dyscalculia (DD) is a brain-based condition that leads to low numeracy skills in the context of otherwise normal intelligence and educational opportunities;
Because of its documented brain basis, efforts towards developing effective ways to remediate DD can benefit from neuroscience findings.
The branch of neuroscience devoted to shedding light on the development of brain processes supporting typical (and atypical) learning, shows that DD can be the result of dysfunctions in multiple brain systems for math knowledge;
Training programs designed to ‘stimulate’ multiple aspects of math knowledge acquisition and the brain systems subserving it may, therefore, yield the best outcomes to effectively remediate math deficits in children with DD.
We have emphasized more often that it is good to fight the summer math slide and the now new Covid-19 slide with daily math activities and conversations about math. Check out the calendar made by zorbithsmath who put something out there for every day, a bit like the advent calendar we usually publish in December.
Teachers, parents and tutors will use the word “easy” often. “why don’t you try this one, this one is easy” or “let’s start with an easy exercise”. It is mostly meant to set the student at ease and relax them, but with students who have dyscalculia this can play our the wrong way as explained in the article in our link for today.
This is not a new study but we highlight it today just to give the conclusions some more attention. The researchers confirmed that the their findings support the hypothesis that ADHD and dyscalculia are independently transmitted in families and are etiologically distinct. These results reinforce the current identification approach to these disorders and underscore the need for separate identification and treatment strategies for children with both conditions.
Researchers find that children who plan well and resist impulses tend to have parents who allow freedom within consistently enforced limits. Free choice affords practice in planning. But the need to conform to household rules means children also learn to curb their impulses.
Watching over your middle schooler’s shoulder as they complete worksheets is not the only or best way to help them. By asking open-ended questions, developing a shared math language and connecting math to young people’s interests, parents can support pre-teens’ mathematical development in a way that is more fun for everyone involved.
Good article by Dr Nancy Doyle in Forbes magazine. She talks not specifically about Dyscalculia but about neurodiversity in general and tries to explain why is it so unknown yet.
She states it this way” Neuroscience is a young discipline. We’re still in the process of mapping the brain. We don’t know much more about human neurology than the anatomists of the 19th century knew about the lungs liver and heart when it comes to functionality.”
The rapid transition to online school — for those who hadn’t made that choice themselves — has come with many downsides, from increasing inequity to the “Covid slide,” in which children lose some of this year’s learning, becoming less prepared to advance.But after millions of schoolchildren suddenly transferred to cyber school, some are finding a surprising upside: Complicated social dynamics can simplify, sometimes evaporate, as they learn online.
Rounding can be a complicated matter for children with dyscalculia. It may confuse them how you round and certainly when decimals are in the mix. The geogebra tool in our link for today helps them out a lot.
In our link of the day a post about an interview with Ms Eunice Araba Turkson, an Educational Consultant in the United States, who highlights the importance of parental involvement to the success of inclusive education.
Effective remediation takes a team, teachers/parents/school officials/tutors all play a role, also the pediatrician plays a role and may need to advice on medical treatment of attention issues.
A group of ATM Mathematics experts are sharing some ideas though these videos to support children and their parents whilst children may be away from school for whatever reason. They are a mixture of tasks, puzzles, challenges, and games, selected to support and enrich the mathematics taught at school, all in a bite size format.
A podcast from it’s all in the mind, where they explore how children think about Math and Time. So as example what they think when you ask them if they would like to have eaten a donut yesterday or would rather eat one tomorrow. You can listen to the whole program in our link for today.
Theresa Wills shares with us her complete set of templates. For children with dyscalculia templates and graphic organizers are important to be able to work through problems. So this should be a nice treasure trove.
Don’t miss the excellent article on math anxiety on the BOLD blog. They take care of some myths and come with good recommendations about how to support children with math anxiety.
Anxiety about maths is linked to lower maths scores. Yet recent evidence shows that the majority of children who have high maths anxiety are not poor performers in maths. Teachers and parents have a role to play in reducing maths anxiety and encouraging greater uptake of maths.
Great article by Mind/shift, best quote: Remind students that doubt is a normal emotional response to a challenge rather than an indication of incompetence. “They should see doubt as a natural and normal sign that they’re on the path towards pursuing something worthwhile.”
The weareteachers blog brings us a great article with lots of do’s and don’ts for the online teaching that is now so much the norm. The tips are not specific for dyscalculia but most of them apply in general, good read.
Privacy & Cookies Policy
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.