Dyscalculia: News from the web:

Wonderful study that shows real differences between the brains of typical developing children and those with developmental dyscalculia.

we did find significant differences in regions-of-interest tracts which had previously been related to math ability in children. The major findings of our study were reduced white matter coherence and shorter tract lengths of the left superior longitudinal/arcuate fasciculus and left anterior thalamic radiation in the DD group. Furthermore, lower white matter coherence and shorter pathways corresponded with the lower math performance as a result of the correlation analyses. These results from regional analyses indicate that learning, memory and language-related pathways in the left hemisphere might underlie DD.

doi: https://doi.org/10.1101/2021.04.16.440038

Read all about it: HERE

Dyscalculia: News from the web:

Considering that difficulties in reading clocks in early classes can be an early indicator of
dyscalculia, classroom teachers may need to pay close attention to the difficulties experienced by six and seven-year-old children (Burny et al., 2012). In addition, considering the procedural, semantic,
and spatial difficulties experienced by dyscalculic children, certain adaptations can be made to make it
easier for them to learn to read clocks.

Read all about it: HERE

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

1. There is no significant difference between the scores of Pre-test and Post-test on dyscalculic VIIIth grade students
   with regard to functional mathematics dimension.
2. There is a significant impact of the Intervention Program on the mathematical performance of dyscalculic
   VIIIth grade students on mathematical disability: Functional mathematics.
3. The trend in the means for Pre-test (9.66) and for the Post-test (14.66) shows that intervention program improved
   the performance of VIIIth grade student in Post-test as compared to Pre-test scores on functional mathematics
   dimension.

Read all about it: HERE