Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties

<p>Mathematics plays an important part in every person’s life, so why isn’t everyone good at it? <i>The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties </i>brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as:</p><ul> <p> </p> <li>What are mathematics learning difficulties and disabilities?</li> <p> </p> <li>What are the key skills and concepts for learning mathematics?</li> <p> </p> <li>How will IT help, now and in the future?</li> <p> </p> <li>What is the role of language and vocabulary?</li> <p> </p> <li>How should we teach mathematics?</li> </ul><p>By posing notoriously difficult questions such as these and studying the answers <i>The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties </i>is the authoritative volume and is essential reading for academics in the field of mathematics. It is an incredibly important contribution to the study of dyscalculia and mathematical difficulties in children and young adults.</p> <p>The International Handbook on Dyscalculia and Mathematics Learning Difficulties: An overview <em>Steve Chinn </em>1.How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? <em>Stephanie Bugden and Daniel Ansari </em>2.Number Difficulties in Young Children: Deficits in Core Number? <em>Robert A. Reeve; Sarah Gray </em>3. Sets and digits: How are they processed by children with typical and atypical numerical cognition? Evidence from brain and behaviour <em>Vivian Reigosa-Crespo; Danilka Castro </em>4. When and why numerosity processing is associated with developmental dyscalculia <em>Xinlin Zhou; Dazhi Cheng </em>5. Predictive indicators for mathematical learning disabilities/dyscalculia in kindergarten children <em>Annemie Desoete </em>6. The link between mathematics and logical reasoning: Implications for research and education <em>Denes Szucs; Kinga Morsanyi </em>7.How specific is the specific disorder of arithmetic skills? <em>Karin Landerl </em>8. Arithmetic Difficulties of Children with Hearing Impairment <em>Gowramma, I.P</em>. 9. Arithmetic Difficulties among Socially Disadvantaged Children and Children with Dyscalculia <em>Ramaa S </em>10. Meeting the needs of the ‘bottom eighty per cent’ – Towards an inclusive mathematics curriculum in Uganda <em>Tandi Clausen-May </em>11. Dyscalculia in Arabic speaking children: Assessment and intervention practices <em>John Everatt; Abdessatar Mahfoudhi; Mowafak Al-Manabri; Gad Elbeheri </em>12. Mathematics Learning and Its Difficulties among Chinese Children in Hong Kong <em>Connie Suk-Han Ho; Terry Tin-Yau Wong; Winnie Wai Lan Chan </em>13. The Acquisition of Mathematics Skills of Filipino Children with Learning Difficulties: Issues and Challenges <em>Sherlynmay Hamak; Jai Astilla Hazelle; P. Preclaro </em>14. The Enigma of Dyscalculia <em>Jane Emerson </em>15. Deep Diagnosis, Focused Instruction, and Expanded Math Horizons <em>R B Ashlock </em>16. Preschool Children’s Quantitative Knowledge and Long-Term Risk for Functional Innumeracy <em>David C. Geary </em>17. Learning Disabilities: Mathematics Characteristics and Instructional Exemplars <em>Diane Pedrotty Bryant; Brian R. Bryant; Mikyung Shin; Kathleen Hughes Pfannenstiel;</em> 18. Targeted interventions for children with difficulties in learning mathematics <em>Ann Dowker; Peter Morris </em>19. Focused MLD intervention based on the classification of MLD subtypes <em>Giannis N. Karagiannakis; G. N.; Cooreman, A. </em>20. Numbersense: A Window into Dyscalculia and other Mathematics Difficulties <em>Mahesh C. Sharma </em>21. The Center for Improving Learning of Fractions: A Progress Report <em>Robert Siegler; Lynn Fuchs; Nancy Jordan; Russell Gersten; Rob Ochsendorf </em>22. Lights and Shadows of Mental Arithmetic: Analysis of cognitive processes in typical and atypical development <em>Sara Caviola; Daniela Lucangeli </em>23. Teacher Training : Solving the problem <em>Judy Hornigold </em>24. Mathematics Anxiety, Working Memory, and Mathematical Performance: The Triple Task Effect and the Affective Drop in Performance <em>Alex M. Moore; Amy J. McAuley; Gabriel A. Allred; Mark H. Ashcraft </em>25. Mathematical resilience: What is it and why is it important? <em>Clare Lee; Sue Johnston-Wilder </em>26. Linguistic factors in the development of basic calculation <em>Chris Donlan </em>27. Promoting Word Problem Solving Performance Amongst Students With Mathematics Difficulties: The Role of Strategy instruction that Primes the Problem Structure <em>Asha K. Jitendra; Danielle N. Dupuis; Amy E. Lein </em>28. Mathematical Storyteller Kings and Queens: an alternative pedagogical choice to facilitate mathematical thinking and understand children’s mathematical capabilities <em>Caroline McGrath </em>29. The Effects of Computer Technology on Primary School Students’ Mathematics Achievement: a Meta-analysis <em>Egbert Harskamp </em>30. Representing, Acting, and Engaging: UDL and Mathematics <em>Elizabeth Murray; Garron Hillaire; Mindy Johnson; Gabrielle Rappolt-Schlichtmann </em>31. Dyscalculia in Higher Education: systems, support and student strategies <em>Clare Trott </em></p>