Rather than address isolated conceptual gaps, remediation should build the foundational number concepts first,” say the authors of a Science article. In other words, conceptual gaps can be avoided by making sure the basic underlying number concepts are understood. When assessing the abilities of individual children, the authors recommend to pay special attention to set enumeration and comparison “to differentiate dyscalculia from other causes of low numeracy”.
New research shows that the dyscalculia population has difficulties in automatically associating numerals with magnitudes but no problems in associating letters with phonemes, whereas the dyslexia population shows the opposite pattern.
Read all about it:HERE (this link may not work as their site has some issues lately)
Both domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to developmental dyscalculia. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in developmental dyscalculia groups in the future.
Algebra is a gatekeeper. For the 6% of students with dyscalculia (i.e., mathematical learning disabilities), an inability to pass algebra may significantly limit academic and career opportunities. Unfortunately, prior research on dyscalculia has focused almost exclusively on elementary-aged students’ deficits in speed and accuracy in arithmetic calculation. This case study expands our understanding of dyscalculia by documenting how one college student with dyscalculia understood algebra during a one-on-one design experiment.
Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates
Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students’ level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students’ knowledge level as assessed in the mock exams or during the exam-preparation phase. Leveraging additional ambulatory assessment data from the exam-preparation phase, we found that high trait test anxiety predicted smaller gains in knowledge over the exam-preparation phase. Taken together, these findings are incompatible with the hypothesis that test anxiety interferes with the retrieval of previously learned knowledge during the exam.
Students who have fallen behind should have twice as much instruction to engage in grade-level mathematics. And the time spent in math should be organic, rich, task-based teaching and learning. What this means is meaningful, personal experiences need to happen every day in math class. For example, a hands-on activity in math class, a story problem that is relevant to every student, or the students creating their own story problem with a teacher asking different types of questions to challenge the learners. All students need to see themselves as mathematicians so that they develop a personal connection to mathematics learning.
In a new 14-page paper, published by Zheng et al. (October 2022), research explores the inconsistency regarding the effect of working memory capacity on the testing effect – otherwise known as retrieval practice.
The typical finding is that in the final test (exam), items practised in the test condition (e.g. mock exam) are better than those in a restudy condition (day-to-day classroom).
Recent research on the double-edged nature of curiosity is riding to the rescue. The work not only sheds light on its many benefits for learning and creativity, but also the reasons that it can lead us astray – and how we can make the most of this trait.
Sets of mathematics problems are generally arranged in 1 of 2 ways. With blocked practice, all problems are drawn from the preceding lesson. With mixed review, students encounter a mixture of problems drawn from different lessons. Mixed review has 2 features that distinguish it from blocked practice: Practice problems on the same topic are distributed, or spaced, across many practice sets; and problems on different topics are intermixed within each practice set. A review of the relevant experimental data finds that each feature typically boosts subsequent performance, often by large amounts, although for different reasons. Spacing provides review that improves long-term retention, and mixing improves students’ ability to pair a problem with the appropriate concept or procedure. Hence, although mixed review is more demanding than blocked practice, because students cannot assume that every problem is based on the immediately preceding lesson, the apparent benefits of mixed review suggest that this easily adopted strategy is underused.
Research shows girls with ADHD miss out on school support. The special needs jungle blog brings this story about how girls loose out on school support. They are considered the squeaky wheel and their other complaints are not recognized as much as with boys.
Dr Butterworth wrote a book called “can fish count” ;Now a study from Germany’s University of Bonn tested the mathematical abilities of several freshwater stingrays. The researchers showed a fish a card containing four shapes, such as small circles or squares. All the shapes were blue. They then showed it two new cards: one with three blue shapes and one with five. If the fish touched its nose to the card with three shapes, it went away without a treat. Touching its nose to the card with five shapes, however, earned it a treat. Over time, the fish learned that blue shapes on the original card meant it needed to “add one” to the original number of shapes.
The Education Endowment Foundation has made recommendations where there are research findings that schools can use to make a significant difference to pupils’ learning, and have focused on the questions that appear to be most salient to practitioners.
Retrieval practice is essentially the process of generating an answer to a question. Not only does it allow students to test how much they have retained of a certain piece of information, it exercises their retrieval of it.
Research has shown that not only is retrieval practice a highly effective learning strategy, but also that its effects can be seen across many different disciplines, including vocabulary, maths and science.
In recent years, research has confirmed what most teachers already knew: providing students with meaningful feedback can greatly enhance learning and improve student achievement. Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of the study of learning, the role of feedback has always been central.
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For hundreds of years, school and college exams have been used as practical tools to test students’ learning abilities across the globe. Interestingly, a team of researchers from Georgetown University has now claimed that brain scans provide a more accurate measure of students’ learning than the conventional grade or marks-based systems.
The question is how much the students will be able to apply the learning.
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