Buch, Englisch, 202 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 362 g
from Science to Education
Buch, Englisch, 202 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 362 g
ISBN: 978-1-138-68861-2
Verlag: Routledge
Dyscalculia is caused by developmental differences in the structures and patterns of activation in the brain. Affected learners require timely and tailored interventions, informed and shaped by neurological findings.
In this ground-breaking text, Professor Butterworth explains the latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words and digits. It shows that science has clear and specific implications both for assessment and intervention.
A landmark publication for the dyscalculia community, Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents and sufferers, as well as for university courses that include specific learning disabilities.
Zielgruppe
Academic, Professional, and Professional Practice & Development
Autoren/Hrsg.
Weitere Infos & Material
Preface Chapter 1: What is dyscalculia? It’s not just being bad at maths Chapter 2: Number sense: our intuitive understanding of numbers Chapter 3: The arithmetic starter kit Chapter 4: Core deficit in the number module: the cognitive cause of dyscalculia Chapter 5: Development of arithmetic depends on domain-specific numerical competences Chapter 6: The dyscalculic brain Chapter 7: Heritability and the effects of brain damage on numerical abilities Chapter 8: Society, school, and home Chapter 9: Assessment: how to identify dyscalculic learners Chapter 10: Intervention for dyscalculic learners Chapter 11: Policy: what to do about dyscalculia locally and nationally
