Key questions about dyscalculia

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A study from Oxford: There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum—or possibly more than one continuum—of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function?

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Overcoming Math Struggles with Neuroplasticity

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https://youtu.be/HZbARXlDON4?si=sZb6EEBSFojfDyQH

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Study confirms that targeted interventions can improve outcomes for students with dyscalculia

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The MetaSENse project was carried out by a team at UCL’s Institute of Education, funded by the Nuffield Foundation. The project ran from October 2022 until April 2024 and focused on the systematic review and meta-analysis of the effectiveness of interventions aimed at improving the educational outcomes for children with Special Education Needs and Disabilities (SEND) The project aimed to identify what works best for which children in which setting, and whether interventions need to be specific or generalised across different groups of SEND needs.

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Math resources

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Education week comes with a great resource guide for teaching math. They even include a free mini course to learn how to better teach math. Worth your time.

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We’re All Equally Different

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A Sales Dashboard for People with Dyscalculia

Today’s project was both important and personally meaningful for me, as I belong to the neurodivergent community. The focus was on inclusivity—re-designing a sales performance dashboard specifically for users with Dyscalculia.

Read all about it HERE