Category Archives: Research

Math is everywhere

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Dyscalculia: News from the web:

The Development and Research in Mathematics Education network shares a wonderful summary of how you can bring your child to realize that math truly is everywhere around you.

Read all about it: HERE

Move to remember

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Dyscalculia: News from the web:

From the LDA newsletter we bring this wonderful story about ways to more effectively have children remember their math:

In their book The Kinesthetic Classroom, Traci Lengel and Mike Kuczala cite studies that show us how learning certain concepts through movement is efficient and long-lasting.

Movement gives learning experiences something fresh and new, which the brain likes. This novelty helps keep the attention of the students, making their learning efficient. It’s been my experience over years of using movement in math class that even those students who are timid and reluctant to participate at first are nevertheless paying attention and are interested in what’s going on around them. Their brains are still activated.

Read all about it: HERE

‘Smart’ versus ‘doing great’

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Dyscalculia: News from the web:

New research shows that students who are known for being smart have a tendency to be more dishonest and cheat!

Read all about it: HERE

More ways to learn the numbers 1-10

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Dyscalculia: News from the web:

Some great research just got published:

In this paper, we present a way of describing variation in young children’s learning of elementary arithmetic within the number range 1–10. Our aim is to reveal what is to be learnt and how it might be learnt by means of discerning particular aspects of numbers. The Variation theory of learning informs the analysis of 2184 observations of 4- to 7-year-olds solving arithmetic tasks, placing the focus on what constitutes the ways of experiencing numbers that were observed among these children

Read all about it: HERE

Adding a pathway to mathematical success

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Dyscalculia: News from the web:

According to the Pathways to Mathematics model [LeFevre et al. (2010), Child Development, Vol. 81, pp. 1753–1767], children’s cognitive skills in three domains—linguistic, attentional, and quantitative—predict concurrent and future mathematics achievement. We extended this model to include an additional cognitive skill, patterning, as measured by a non-numeric repeating patterning task.

Read all about it: HERE