Dyscalculia no more

News from the web:

warning: You may come across a website dyscalculianomore.com or find e-review.net/dyscalculia-no-more

both promote a program that is available for free from the authors, and has been presented HERE earlier. The most accurate website to download the program for free is this:

http://www.unicog.org/main/pages.php?page=NumberRace

 

The program is called Number Race:

The Number Race software is designed for remediation of dyscalculia in children aged 4-8. It may also be useful for prevention of dyscalculia, or to teach number sense in kindergarten children without specific learning disabilities. The software was developed in our laboratory by Anna Wilson and Stanislas Dehaene, and is based on our current knowledge of the brain circuits underlying numerical cognition. Details of the design of the software are published in Behavioral and Brain Functions:

Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D. (2006). Principles underlying the design of “the number race”, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(19).

Read all about it HERE

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How old am I? Gimme a second, I KNOW this…

News from the web:

So while helping the students I tutor with their LD final notes today, the topic of dyscalculia came up. After we discussed it at length, it occurs me to how little people know about it. As someone with dyscalculia, here are my finer points:

  • I cannot compute numbers in my head aside from what we memorize: 2+2=4 etc,. When I try, it’s literally like hitting a mental roadblock. I got nothing. Have to write it down or get a calculator. Formulas and mental calculations are OUT, unless you want me to get that glazed look and start getting shifty.
  • Time is dicey. I cannot mentally determine how much time it’s going to take to get somewhere, do something, or how much time has passed. I’m either late or early – RARELY on time. This is also why when someone asks my age, I typically can’t remember. I’m usually off by a year. I also have a hard time determining when something happened, e.g, “was that four years ago or five?” I estimate everything. Also, I can read a regular watch, but it takes me a few minutes to figure it out. I wear a watch, so when someone asks me the time, I usually just show it to them. Evasive measures.
  • Distance is also tricky. I could not tell you if something is [this many] yards, feet, or miles.  Continue reading

Language May Play Important Role in Learning the Meanings of Numbers

News from the web:

New research conducted with deaf people in Nicaragua shows that language may play an important role in learning the meanings of numbers.

Field studies by University of Chicago psychologist Susan Goldin-Meadow and a team of researchers found deaf people in Nicaragua, who had not learned formal sign language, do not have a complete understanding of numbers greater than three.

Read all about it HERE

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