Mathematical Difficulties
Psychology and Intervention
Published on 14. May 2014
272 pages
978-0-08-055977-3 (ISBN)
Description
This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.
More details
Series
Language
English
Place of publication
San Diego
United States
Product notice
Windows
ISBN-13
978-0-08-055977-3 (9780080559773)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
07/2008
Academic Press
€83.50
Shipment within 15-20 days
Persons
Content
- Front Cover
- Mathematical Difficulties: Psychology and Intervention
- Copyright Page
- Contents
- List of contributors
- Introduction
- Chapter 1. Neural Correlates of Number Processing and Calculation: Developmental Trajectories and Educational Implications
- Introduction
- Neuroanatomical Correlates of Number Processing and Calculation: Are They Identical in Developing and Mature Brain Systems?
- Are Neuroimaging Studies Apt to Have Any Educational Implications?
- Synopsis
- Chapter 2. Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development
- Introduction
- Number Processing in the Adult Brain
- Number Processing in the Typically Developing Brain
- Number Processing in the Atypically Developing Brain
- Future Directions
- Conclusions
- Acknowledgments
- Chapter 3. A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties
- What Is Number Sense?
- Components of Number Sense
- Predictability of Number Sense
- Developing a Number Sense Battery
- Acknowledgments
- Appendix
- Chapter 4. The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It
- Social, Political, and Research Influences
- The Content of Early Mathematics
- The Different Components of Early Mathematics
- What is Good Early Mathematics Teaching?
- Teachers' Conceptions about EME
- How Good is Early Mathematics Teaching? Are Teachers Ready for it?
- The Status of EME Professional Development
- An Example: Big Math for Little Kids
- Needed Support for an EME Program
- Conclusion
- Chapter 5. Progression in Numeracy Ages 5-11: Results from the Leverhulme Longitudinal Study
- Background and Aims
- Methods and Data Sources
- Results and Discussion
- Conclusions
- Chapter 6. An Analysis of Children's Numerical Difficulties with the Aid of a Dyscalculia Test Battery and a Presentation of Remedial Approaches to Facilitate Aspects of Numerical Development
- Introduction
- A Dyscalculia Test Battery
- A Multisensory Remedial Approach for Learning the Multiplication Tables
- Dyscalculia Test Battery Assessment
- Dyscalculia Test Battery Assessment
- Dyscalculia Test Battery Assessment
- General Discussion and Conclusion
- Acknowledgments
- Chapter 7. Children With and Without Mathematics Difficulties: Aspects of Learner Characteristics in a Developmental Perspective
- Results and Discussion
- Chapter 8. Number Development and Children with Specific Language Impairment
- Introduction
- Method
- Results
- Discussion
- Acknowledgments
- Chapter 9. The Performance of Dyslexic and Non-Dyslexic Boys at Division Sums
- Introduction
- Participants, Apparatus and Method
- Results
- Discussion
- Some Practical Implications
- Concluding Remarks
- Chapter 10. Numeracy Recovery with Children with Arithmetical Difficulties: Intervention and Research
- Part 1: Numeracy Recovery Scheme
- Part 2: Study of Children with Arithmetical Dif. culties
- Discussion
- Acknowledgments
- Chapter 11. Mathematics Recovery: An Early Number Program Focusing on Intensive Intervention
- An Anecdote: The Case of Kim
- The Learning Framework in Number
- Five Aspects of the LFIN
- Using LFIN to Profile Student's Knowledge
- Some Important Features of the LFIN
- Pedagogical Tools
- Assessment And Instruction
- Teacher Development
- Brief History
- Chapter 12. Making Intervention in Numeracy More Effective in Schools
- Introduction
- Current Intervention Programmes
- The Difficulty with Maths
- Making Intervention More Effective
- Conclusion
- Afterword Helping Children with Numeracy Difficulties in School: A Teacher's Notes
- Index
