Dyscalculia: News from the web:

Great editorial article and 25 other articles with research findings about individual differences in arithmetic. It seems that an average British class of 11-year-olds is likely to contain the equivalent of a 7-year range in arithmetical ability

Read all about it: HERE

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Dyscalculia: News from the web:

Brain Butterworth tweeted:

UK govt report, Mental Capital and Wellbeing: “Developmental dyscalculia is currently the poor relation of dyslexia, with a much lower public profile. But the consequences of dyscalculia are at least as severe as those for dyslexia.” Summarised in Beddington & al, Nature, 2008

Read all about it: HERE

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Dyscalculia: News from the web:

New research from the University of Arizona discovered something about the link between learning and failure. To begin with, it’s already known that you’re not learning if you’re succeeding 100% of the time – that means the task is too easy. A little bit of failure means that something is just hard enough. (If you’re always failing, you may be in over your head).

Researchers found a precise answer to the link between learning and failure: the most favorable spot for learning something new is when you’re failing about 15% of the time.

Or in other words, you’re getting it right 85% of the time.

Read all about it: HERE

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Dyscalculia: News from the web:

At least not in their brains when they do math, according to a new study. However once you get to higher math intense subjects, boys seem to outnumber girls 3 to 1 in those fields. With no difference in the brains, you would think the way we work with them may explain that later difference.

Read all about it: HERE

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Dyscalculia: News from the web:

A new study focused on how well adults with developmental dyscalculia can recognize patterns. It showed that adults with developmental dyscalculia have a deficit in their ability to recognize model independent patterns.

Read all about it: HERE

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Dyscalculia: News from the web:

Infants as young as 14 months can understand the concept of counting long before they learn the true meaning of “one, two, three”, scientists say.

Read all about it: HERE

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Dyscalculia: News from the web:

Data from this brand new study results suggest that short‐term numerosity training enhances the arithmetic performance of DD children by improving their visual form perception.

Read all about it: HERE

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Dyscalculia: News from the web:

Another great article from the Stanford Mathematics outreach project where they look carefully at what the learning for people who get straight A’s actually is.

Read all about it: HERE

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Dyscalculia: News from the web:

See what Daniel Ansari has to say about it.

Hello @eqao – Learning Styles theory has been repeatedly debunked- it would be great if you would refrain from using your influential platform to spread education myths and instead helped to spread evidence-informed approaches to Ed https://t.co/xnbk6j19Uc

— Daniel Ansari (@NumCog) September 15, 2019

Read all about it: HERE

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Dyscalculia: News from the web:

While work is done teaching artificial neural networks with massive algorithms and supervised teaching, the research suggests that learning by both animal and humans comes with a highly structured brain that for humans already has the skills for math and language

Read all about it: HERE

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Dyscalculia: News from the web:

From Italy comes a new piece of research that tackles the numerosity and more specific the encoding and how that actually works. Great read, although you need to have access to science.com to read the whole article

Read all about it: HERE

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Dyscalculia: News from the web:

A great study titled “The effects of formal math instruction on arithmetic strategy use: A cross-cultural study” done by

• Lien Peters
• Daniel Ansari
• Bert De Smedt
• Kiran Vanbinst

There are differences in the approaches educators use to teach arithmetic in Flanders (Belgium) and Canada. Where in Flanders, there is a discouragement of counting and an encouragement of becoming fluent in arithmetic very early on, the math curriculum in Canada allows for a variety of strategies children can use when they are solving arithmetic problems, including procedural strategie

Read all about it: HERE

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Dyscalculia: News from the web:

A two-year study by researchers at the Brain and Creativity Institute (BCI) at the University of Southern California shows that exposure to music and music instruction accelerates the brain development of young children in the areas responsible for language development, sound, reading skill and speech perception.

Who knows how this will affect their math.

Read all about it: HERE

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Dyscalculia: News from the web:

Great overview in our link for today and a good piece on the ongoing debate about causes of Dyscalculia:

Both domain-general and domain-specific causes have been put forth. With respect to pure developmental dyscalculia, domain-general causes are unlikely as they should not impair one’s ability in the numerical domain without also affecting other domains such as reading. 
Two competing domain-specific hypotheses about the causes of developmental dyscalculia have been proposed – the magnitude representation (or number module deficit hypothesis) and the access deficit hypothesis.

Read all about it: HERE

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Dyscalculia: News from the web:

Story

Great article from the FT about how there is a difference between men and women when it gets to being confident dealing with numbers. The research was done in the UK to mark the second UK National Numeracy Day.

Read all about it: HERE

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Dyscalculia: News from the web:

Learn how Dyslexia and Dyscalculia have underlying causes that explain why there is such an overlap between people with Dyslexia and Dyscalculia.

Read all about it: HERE

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Dyscalculia: News from the web:

We missed his recent keynote but in our link for today a previous lecture by Stanislas Dehaene on this topic.

Read all about it: HERE

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Dyscalculia: News from the web:

We have talked before about the weak electrical currents that get brought to sections of the brain and help with cognitive functions. New research shows it does not work in all cases and we need to get a lot more specific information before this becomes a viable option.

Read all about it: HERE

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Dyscalculia: News from the web:

Good news that data set is now being made available by Vanderbilt University neuroscientist James R. Booth The goal is to support the work of other researchers across the world who are working to understand how arithmetic skills develop in childhood.

Read all about it: HERE

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Dyscalculia: News from the web:

Some detailed research with adults who have dyslexia, dyscalculia or both and they looked at differences in size or surface of the gray matter. Well the conclusion is that there is no difference we can find. This is different from other research, therefor interesting for the development of therapies.

Read all about it: HERE

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Dyscalculia: News from the web:

Researchers measured the brain activity of adults and children ages 6 to 9 as they listened to four recorded stories, each with different levels and kinds of background noise, either other people talking or just general sounds. Children were significantly worse at distinguishing syllables generally, and they struggled much more than adults to follow the speaker as noise increased from other voices in the background.

Read all about it: HERE

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Dyscalculia: News from the web:

Read up on this surprising piece of research:

Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability simikir to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Read all about it: HERE

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