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DYSCALCULIA From Science to Education by Brian Butterworth

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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.

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Description

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.

Table of Contents

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

 

Author(s)

Biography

Brian Butterworth is Emeritus Professor of cognitive neuropsychology at the Institute of Cognitive Neuroscience at University College London, UK