Dyscalculia: from Science to Education

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Dyscalculia: from Science to Education by Brian Butterworth, Taylor and Francis
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Author: Brian Butterworth ISBN: 9781134969456
Publisher: Taylor and Francis Publication: December 7, 2018
Imprint: Routledge Language: English
Author: Brian Butterworth
ISBN: 9781134969456
Publisher: Taylor and Francis
Publication: December 7, 2018
Imprint: Routledge
Language: English

Dyscalulia 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 swiflty represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early maths 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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Dyscalulia 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 swiflty represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early maths 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.

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