Dyscalculia: News from the web:
Read about a very interesting piece of research where they found what and how the impact is of Executive Functions on Arithmetic performance.
Read all about it: HERE
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Dyscalculia: News from the web:
Researchers are planning a project for the following reason:
Researchers in numerical cognition usually think that the greatest and most common difficulty in children suffering from dyscalculia is retrieval of arithmetic facts from long-term memory. However, we have recently shown that retrieval might not be the optimum strategy in mental arithmetic. In fact, expert adults would rather solve simple problems such as 3 + 2 by automated and unconscious procedures. Therefore, we hypothesize that children with dyscalculia might not present deficit in retrieval but, instead, in counting procedure automatization.
Very interesting but it will take a few years to complete. We will follow this.
Read all about it: HERE
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Dyscalculia: News from the web:
Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected for the given age, education and intelligence. However, current
cognitive developmental neuropsychological studies suggest that not only the core numerical but also the cognitive skills of children with developmental
dyscalculia present deficits.
Read all about it: HERE
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Dyscalculia: News from the web:
Here’s a couple of quotes:
“Problems centred in the left side of the brain like Asperger’s, ADD, dyslexia, dyscalculia and motor skills can be improved through art therapy.
“There’s much neurological research done that shows we’re increasing the right side of the brain through colour and visualising and using cognitive interaction.
“Problem-solving is a creative process and art is very beneficial to reduce stress and anxiety.”
Read all about it: HERE
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Dyscalculia: News from the web:
Best quote:
There are no topics in mathematics; only artificial barriers that we have erected to help organise the curriculum. At school, we study topics in discrete chunks and come to understand them as separate islands of knowledge. Yet the most powerful and interesting mathematics arises when we cut through these barriers.
Read all about it: HERE
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