News from the web:
Thanks to the Finnish developers at the Niilo Maki institute, a new improved version of number race (v3) is on the way. Release is expected by xmas 2011.
Here is the current version so you can try it out.
Read all about it HERE
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News from the web:
A number of factors associated with math disability in children have been identified by researchers.
The study included 177 children in 12 public schools in Missouri who were tested one to three times a year from kindergarten through fifth grade.
The results showed that those who had trouble understanding the fundamental concept of exact numerical quantities — for example, that the printed numeral 3 represents three dots on a page — when they started school were diagnosed with a math learning disability by fifth grade.
Read all about it HERE
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News from the web:
Can’t calculate a tip or balance your checkbook?
Take heart. Maybe you can blame your brain — specifically, the parietal cortex in the top back part of the head. It could be a problem that has roots not in a failed arithmetic or “new math” lesson, but even earlier.
Recent findings indicate that how well 3-year-olds estimate quantities predicts their math ability in elementary school. Another study funded by the National Institutes of Health showed that the innate capacity to estimate is impaired in children who have a math learning disability.
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News from the web:
Students who struggle to learn mathematics may have a neurocognitive disorder that inhibits the acquisition of basic numerical and arithmetic concepts, according to a new paper. Specialised teaching for individuals with dyscalculia, the mathematical equivalent of dyslexia, should be made widely available in mainstream education, according to a review of current research published in the journalScience.
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Developmental dyscalculia is a specific learning disability affecting the normal acquisition of arithmetic skills. Genetic, neurobiologic, and epidemiologic evidence indicates that dyscalculia, like other learning disabilities, is a brain-based disorder. However, poor teaching and environmental deprivation have also been implicated in its etiology. Because the neural network of both hemispheres comprises the substrate of normal arithmetic skills, dyscalculia can result from dysfunction of either hemisphere, although the left parietotemporal area is of particular significance. The prevalence of developmental dyscalculia is 5 to 6% in the school-aged population and is as common in girls as in boys. Dyscalculia can occur as a consequence of prematurity and low birthweight and is frequently encountered in a variety of neurologic disorders, such as attention-deficit hyperactivity disorder (ADHD), developmental language disorder, epilepsy, and fragile X syndrome. Developmental dyscalculia has proven to be a persisting learning disability, at least for the short term, in about half of affected preteen pupils. Educational interventions for dyscalculia range from rote learning of arithmetic facts to developing strategies for solving arithmetic exercises. The long-term prognosis of dyscalculia and the role of remediation in its outcome are yet to be determined.
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