Dyscalculia: From Brain to Education-Reference-Cited by-同舟云学术

Dyscalculia: From Brain to Education

Published:2011-05-27 Issue:6033 Volume:332 Page:1049-1053
ISSN:0036-8075
Container-title:Science
language:en
Short-container-title:Science

Author:

Butterworth Brian¹,Varma Sashank²,Laurillard Diana³

Affiliation:

1. Centre for Educational Neuroscience and Institute of Cognitive Neuroscience, University College London, Psychological Sciences, Melbourne University, Melbourne VIC 3010, Australia.

2. Department of Educational Psychology, University of Minnesota, Minneapolis, MN 55455, USA.

3. Centre for Educational Neuroscience and London Knowledge Lab, Institute of Education, University of London, London WC1N 3QS, UK.

Abstract

Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated in structural and functional neuroimaging studies of adults and children, and neural markers of its impairment in dyscalculia have been identified. New interventions to strengthen numerosity processing, including adaptive software, promise effective evidence-based education for dyscalculic learners.

Publisher

American Association for the Advancement of Science (AAAS)

Subject

Multidisciplinary

Reference72 articles.

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