How Children Learn about Numbers

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Dyscalculia: News from the web:

See the wonderful explanation from Kelly Mix, here is a quote:

The thing about number is it’s fairly difficult to “see.” Think about trying to explain to a visitor from space what we mean by “two.” You might point to two mittens, two cookies, and two trees, saying “these are all two.” This is a good approach, but there is so much detail and information in each of these kinds of objects, that it’s hard to focus on the quantity. Partly that’s because the “two-ness” is held by the sets of things, rather than by the things themselves; each mitten by itself is not “two.”

Read all about it: HERE

Deeper Learning

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Dyscalculia: News from the web:

Great quote from this wonderful read:

Although deeper learning in current early-grade mathematics classrooms is rare, a research-based program called Number Worlds has been implemented and studied in pre-K through grade 2. The program
is based on six guiding principles:
§ Expose children to the major ways numbers are represented and talked about.
§ Provide opportunities to link the “world of quantity” with the “world of counting numbers” and the
“world of formal symbols.”
§ Provide visual and spatial analogs of number representations that children can actively explore in
hands-on fashion.
§ Engage children and capture their imagination so that the knowledge constructed is embedded not
only in their minds, but also in their hopes, fears, and passions.
§ Provide opportunities to acquire computational fluency as well as conceptual understanding.
§ Encourage the use of metacognitive processes—such as problem solving, communication, and reasoning—that will facilitate the construction of knowledge.

Read all about it: HERE

Overview of Acquired Dyscalculia research

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Dyscalculia: News from the web:

Michael McCloskey from Johns Hopkins University writes an article about the research into acquired dyscalculia. This is the form of Dyscalculia that you do not have from birth but that you acquire later in life through a trauma involving your brain. This could be a fall or an accident. It is not widely know this form of Dyscalculia so it is great to see this overview.

Read all about it: HERE

Research recommendations from Nigeria

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Dyscalculia: News from the web:

Recommendations from recent research in Nigeria are listed below. Please read the full report in our link for today:

Based on the discussions of the findings, the following recommendation were made:

Dyscalculia test should be adopted by parents, school administrators and counselors to
assess students who may be having difficulty in mathematics or arithmetic for proper
diagnosis
Assessment instruments used within the school system be it at primary, secondary or higher
institutions should be subjected to the DIF analysis for bias item analysis as this would
provide the necessary statistical evidence that a particular assessment instrument is not
bias.

Read all about it: HERE

Dyscalculia | memory problems and lack of counting automation

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Dyscalculia: News from the web:

A, small, new research showed various causes of the problems with arithmetic:

Our results show that differences in performance between the two groups of children were significant for addition but not for multiplication. Moreover, concerning additions, children with dyscalculia presented more difficulties for non-tie (e.g., 3 + 4) than tie problems (e.g., 3 + 3). Altogether, our results support the fact that, in our sample, the difficulties encountered by children with dyscalculia in arithmetic were due to working memory limitations or, alternatively, to a deficit in the automatization of counting procedures.
An investigation of the possible causes of arithmetic difficulties in children with dyscalculia
Jeanne Bagnoud, Romain Mathieu, Jasinta Dewi, Sandrine Masson, Sibylle Gonzalez-Monge, Zumrut Kasikci, Catherine Thevenot
Dans L’Année psychologique 2021/3 (Vol. 121), pages 217 à 237