Dyscalculia: News from the web:
It’s been known that dyslexia could affect the reading of non-language symbols like dyscalculia is the difficulty reading and understanding mathematical symbols. Although recent research supports the fact dyslexia and dyscalculia as separate conditions with unique causes they definitely are similar conditions. If the brain can process words and mathematical symbols differently, then it leaves the question of why not musical symbols too?
Read all about it: HERE
Dyscalculia: News from the web:
See the research done by Dr. Jeewan Jyoti about
FUNCTIONAL MATHEMATICS: PROBLEMS
AND INTERVENTION OF DYSCALCULIC
ELEMENTARY SCHOOL STUDENTS
RESULTS
Read all about it: HERE
Dyscalculia: News from the web:
See the interesting article about how important the spatial reasoning along with mathematical modeling is in early childhood.
Curriculum should include ways to promote spatial reasoning through mathematical modeling to develop students’ conceptual understandings .
Mathematical tasks should include both traditional and nontraditional equations
The use of mathematical modeling should connect through a progression
of enactive models, iconic models, and formal, symbolic models. Iconic models are
one way to introduce spatial reasoning tasks and can be integrated throughout the
instructional year to increase students’ flexibility with the structure of equations
and mathematical competency.
Read all about it: HERE
Dyscalculia: News from the web:
Yes new research has shown that parents can assess numeracy but are not so great when it gets down to rating the actual cognitive skills. Yet this is important research as it shows us a way to be able to assess numeracy in large groups of children when other means of researching them in a timely matter would not be available.
Read all about it: HERE
Dyscalculia: News from the web:
We are looking at a report by Ann Dowker from the University of Oxford and she makes great observations about the What Works for Children with Mathematical Difficulties?
Arithmetic is not a single entity, but is made up of many components. These include knowledge of arithmetical facts; ability to carry out arithmetical procedures; understanding and using arithmetical principles such as commutativity and associativity; estimation; knowledge of mathematical knowledge; applying arithmetic to the solution of word problems and practical problems; etc. Experimental and educational findings with typically developing children, adults with brain damage, and children with mathematical difficulties have shown that it is possible for individuals to show marked discrepancies between almost any two possible components of arithmetic.
Interventions can take place successfully at any time. However, it is desirable that interventions should take place at an early stage, partly because mathematical difficulties can affect performance in other aspects of the curriculum, and partly to prevent the development of negative attitudes and mathematics anxiety. Crucially when planning interventions, it is important to take account of the overwhelming evidence that arithmetical ability is not unitary. It is made up of many components, ranging from knowledge of the counting sequence to estimation to solving word problems. Weaknesses in any one of them can occur relatively independently of weaknesses in the others. Thus, interventions that focus on the particular components with which an individual child has difficulty are likely to be most effective.
Read all about it: HERE