Dyscalculia: News from the web:
The National Center for Learning Disabilities has written a report on how we can use some opportunities to accelerate learning for students with disabilities during the pandemic and even beyond.
The report is easy to read and has real policy proposals and implementation recommendations.
Read all about it: HERE
Dyscalculia: News from the web:
The environments we create and the experiences we provide for young children and their families not only affect the developing brain but also many other physiological systems. Biological systems like the brain and the autonomic nervous system, immune system, heart and gut interact with each other and with the environment and environmental stress negatively influences all of them. Remediation may be possible at any age but outcomes are better and easier to achieve when interventions are provided earlier and more cost effective than trying to fix them later.
Read all about it: HERE
Dyscalculia: News from the web:
BOLD, the blog for learning and development, has published interesting findings about what keeps children from not liking math and what to do about it. Read all about it in our link for today.
Read all about it: HERE
Dyscalculia: News from the web:
Interesting conclusion from a new study:
Given that dyscalculia is a very heterogeneous deficit, studies examining dyscalculia should consider exploring deficits in WM because the whole group of children with dyscalculia seems to contain at least two subpopulations that differ in their calculation process.
Read all about it: HERE
Dyscalculia: News from the web:
We know that people who can easily work with both actual quantities like objects or dots and with written arabic numerals and can also easily translate between them so between the non symbolic and symbolic information, have good math skills. Reason to look into the question how the brain codes numbers like 2, 4, 6, 8 if brain sources are used for both symbolic and nonsymbolic information or that they is located in separate spots. Researchers from Western University in Canada and VanderBilt, Nashville did an fMRI study with 139 healthy adults. They used a 7 Tesla machine, which is very powerful so a great signal noise quality. They found that for specific numbers, like 4 and 6, the same neural resource was used to code for quantities of dots and written arabic numerals and also that both the left and right parietal lobes were active, also the dorsolateral prefrontal cortex and that the process is specific to individual numbers in multiple formats. Not everything can be unraveled yet and how this relates to math performance and that there are individual differences in working with symbolic and non-symbolic numbers depending on their math skills
Read all about it: HERE