Dyscalculia: News from the web:
The magazine Trends in Neuroscience has published a special issue with articles about dyscalculia related research. The articles are not free but for a preview you can go HERE
One of the articles about interventions however is available and we link to that today.
Read all about it HERE
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Dyscalculia: News from the web:
Tony Attwood from the Dyscalculia centre in the UK has been working on a way to get children with dyscalculia more support: “It was possible to give the
dyscalculic child support five days a week by using the parents, perhaps doing ten minutes work for four evenings a week, and the SENCO or the teaching assistant
who would deliver one longer session, once a week.To ensure the materials were all fully available, we then produced our approach as a parents’ volume and a teachers’ volume, thus ensuring that everyone could work from the same script.
The results have been far better than we had anticipated, and we have tried this
same approach as a method of helping children with attention deficit hyperactivity
disorder as well, again with similar success. It is a process that I would
recommend to anyone who is looking to speed up progress with dyscalculic pupils
and students.”
Read all about it HERE
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News from the web:
New research has confirmed that eye-tracking data can be used to discern different number processing and estimation strategies in typical developing children and children with a number processing deficit. Hence, eye-tracking data in combination with number line estimation tasks might be a valuable and promising addition to current diagnostic measures for dyscalculia.
Read all about it HERE
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Dyscalculia: News from the web:
In a study in the Netherlands participants were placed in a magnetic resonance imaging (MRI) scanner and shown patterns of dots that varied in number over time. They would be shown one dot over and over, then two dots over and over, then three dots, and so on.
The researchers used an advanced imaging method known as high-field fMRI, which allowed them to see fine-scale details of brain activity. They analyzed the neural responses using techniques similar to those used to study the parts of the brain responsible for vision.
The posterior parietal cortex, responded to the dot patterns in an organized way: Small numbers of dots were represented in one area, whereas large numbers were represented in another, the results showed.
Read all about it HERE
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Dyscalculia: News from the web:
Classifying students with mathematics learning disability (MLD, or dyscalculia) is typically based on composite scores from broad measures of math achievement, These scores may predict later math achievement levels but do not specify the nature of math difficulties likely to emerge among students at greatest risk for long-term failure in math.
Recent research from the University of Minneapolis suggests that specific qualitative assessments of symbolic number knowledge in early grades may reveal more about children’s thinking about numbers than does a typical “pass or fail” test. This in turn may reveal which students are most at risk for persistent poor math outcomes in future years,
Read all about it HERE
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