A webinar on DYSCALCULIA

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Teaching students with Math disabilities is one of the least researched and most challenging areas for faculty and staff. Learn about dyscalculia, and the cognitive structures that affect how students learn math.

Information on instructional intervention will be provided.

DATE: Fri. December 16, 2011
TIME: 1:00 pm to 2:00 pm
Webinar workshop can be accessed through your computer.
To receive your personal webinar ID please email:
ssteinhof@ccny.cuny.edu

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Effects of finger counting on numerical development – the opposing views of neurocognition and mathematics education

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Children typically learn basic numerical and arithmetic principles using finger-based representations. However, whether or not reliance on finger-based representations is beneficial or detrimental is the subject of an ongoing debate between researchers in neurocognition and mathematics education. From the neurocognitive perspective, finger counting provides multisensory input, which conveys both cardinal and ordinal aspects of numbers. Recent data indicate that children with good finger-based numerical representations show better arithmetic skills and that training finger gnosis, or “finger sense,” enhances mathematical skills.

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Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)

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Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth graders, it is shown that students with MLD have significantly poorer ANS precision than students in all other mathematics achievement groups (low, typically, and high achieving), as measured by psychophysical assessments of ANS acuity (w) and of the mappings between ANS representations and number words (cv). This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD.

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Dyscalculia: Doing Math

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Children with dyscalculia have normal or higher than normal verbal, reading, writing, and memory skills. They excel at the written word. They are great at any subject that does not require higher-level math skills. Their disability and difficulty lies in the abstract concept of time and direction. They find it hard, if not completely impossible, to remember schedules, and the order of past and/or future events. These children find it difficult to keep track of time and usually are always late or tardy. The simple to some task of remembering a name is just not there for these people. They might know the first letter but after that there is a blank. This can make not only the academic world hard, but socializing, as well. Because of their poor coordination, they have a hard time keeping up with the other children especially if the physical direction of the play is quick. When playing games such as cards, sports or the like, they cannot remember the rules. It is easy for them to lose track or whose turn it is and what the score is as well. This can ostracize them from other children who do not understand.

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