Category Archives: Research

Build the foundational number concepts first

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Dyscalculia: News from the web:

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”.

Read all about it HERE

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How Dyscalculia and Dyslexia can differ

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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)

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Skills to distinguish Developmental Dyscalculia from typical developing students

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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.

Read all about it: HERE

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Numbers go into space?

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Interesting research into developmental dyscalculia.

 Worse performance of adults with DD in the number line task might be due a deficit in mapping numbers onto space which can be partly overcome relying on reference points.

Read all about it: HERE

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Fish and Dyscalculia

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Dyscalculia: News from the web:

if we want to study the genetics behind mathematical abilities, we might benefit from a faster growing species, such as fish.

Read all about it: HERE

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A novel approach to subtypes of developmental dyscalculia

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Still unpublished work on a new approach to assess the subtypes of Developmental Dyscalculia. Something to follow and it looks promising.

Read all about it: HERE

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The basis for Developmental Dyscalculia

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Good article about what the basis for developmental dyscalculia could be:

  • a unique cognitive deficit because of a
    unique pathophysiology
  • multiple cognitive deficits because of
    multiple or unique pathophysiology
  • multiple behavioural disorders

Read all about it: HERE

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How little teachers know about dyscalculia

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Here are the results from yet another recent study:

most participating teachers do not have adequate knowledge and experience on the meaning, effects, root causes of dyscalculia, and intervention strategies for dyscalculic children.

Read all about it: HERE

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When Algebra holds you back

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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.

Read all about it: HERE

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Scoring higher in math with more individual class time

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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

Read all about it: HERE

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Preschoolers’ executive functions following indoor and outdoor free play

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Periods of outdoor play that involve recommended amounts of physical activity may help young children engage executive functions when they return to the classroom.

Read all about it: HERE

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Test Anxiety Does Not Predict Exam Performance

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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.

Read all about it: HERE

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Some are good at math, some lag behind, why?

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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.

This article is republished from The Conversation, an independent nonprofit news site dedicated to sharing ideas from academic experts. It was written by: Frances E. Anderson, University of Nebraska Omaha. 

Read all about it: HERE

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Retrieval has been studied for ages

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Indeed recall practices have been studies way before Dyscalculia was ever known. The teacher toolkit brings the story about the earliest research about it from Ebiinghaus’s in 1897

Read all about it: HERE

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retrieval practice

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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).

Read all about it: HERE

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mathematical graphics

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The early childhood maths group brings us this story, looking at the marks children make and telling about how to make sense of them. Some of those marks actually turn into math language later.

Read all about it: HERE

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Classroom design for executive functioning

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Did you know that the way you set up your classroom can have an impact on how your students learn and make decisions throughout the day?

Read all about it: HERE

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About your working memory

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Research suggests that to make the most of our working memory, our brains need time to wander as well as to focus on a task, says science writer Surendra Verma

Read all about it: HERE

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Curiosity can boost your memory and creativity

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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.

Read all about it: HERE

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A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K-12 classrooms

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Great overview and analyses of the use of and effects of technology in math instruction.

Read all about it: HERE

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Spacing math problems and what it can do for your student

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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.

Read all about it: HERE

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Squeaky wheels

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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.

Read all about it: HERE

Can fish do math?

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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.

Read all about it: HERE

Suggestions to improve math for 7 to 14 year olds

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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. 

Read all about it: HERE

Retrieval practice

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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.

There are many ways to apply retrieval practice practically, with strategies including:

  • Using past papers
  • Doing multiple-choice tests
  • Using flashcards
  • Answering questions out loud
  • Writing down everything you remember
  • Sketching your answer out

Read all about it: HERE

Your eyes can see more than just light

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Pupils don’t only detect light, they can perceive the amount of objects in a person’s field of vision.

Read all about it: HERE

Give good feedback, use the research

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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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Are All Brains Good at Math?

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Spoiler alert…. YES.

Math provokes dread in so many people—yet we are all born with a sense for numbers.

Read all about it: HERE

Learning disabled early death?

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Children with a learning disability in Scotland are more likely to die prematurely – often from treatable causes, a report has found.

The Scottish Learning Disability Observatory (SLDO) study found that 34% of these deaths were avoidable.

Previous research has found that adults with a learning disability were twice as likely to die from preventable illnesses.

Read all about it: HERE

Scan the brain for learning

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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.

Read all about it: HERE