Developmental Dyscalculia: From Brain Mechanisms to Educational Applications presents research with a domain-general approach. It examines issues in the fields of numerical and non-numerical cognitive domains, neuro- mechanisms, and pedagogic issues to pave the way to a bridge between lab research, daily life, and curriculum applications, with a goal of finding a pathway to early diagnosis and interventions of developmental dyscalculia. It will be of interest to researchers with interests in cognitive neuroscience and education, to contribute fruitful discussions between education and neuro-cognition.
1. Introduction - p. xi 2. 1: Theoretical models for DD - p. 1 3. Chapter 1. Theoretical models of developmental dyscalculia - p. 3 4. Chapter 2. The cognition-numeracy model of math learning disabilities - p. 27 5. 2: DD and other cognitive domains - p. 55 6. Chapter 3. The role of language in developing mathematics and mathematical difficulties - p. 57 7. Chapter 4. The unique role of spatial working memory in mathematical cognition and developmental dyscalculia - p. 81 8. Chapter 5. The intersection of cognitive and emotional factors in diagnosing and treating developmental dyscalculia - p. 101 9. Chapter 6. Mental manipulation, numerical cognition, and developmental dyscalculia - p. 123 10. 3: Educational implications and treatment - p. 139 11. Chapter 7. Promoting word problem-solving among students with mathematics difficulties - p. 141 12. Chapter 8. Educational needs of children with dyscalculia - p. 167 13. Chapter 9. Diagnosing and supporting students with difficulties in learning mathematics—a mathematics education perspective - p. 187 14. Chapter 10. Developmental dyscalculia: areas of consensus and debate in the research community - p. 201 15. 4: DD and inter and intra subjects’ variability - p. 219 16. Chapter 11. Individual differences in arithmetic: implications for dyscalculia - p. 221 17. Chapter 12. Intra and intersubject variability in mathematical learning difficulties - p. 251 18. Chapter 13. Heterogeneity patterns of math learning difficulties in children - p. 269 19. 5: Neural correlates of DD - p. 293 20. Chapter 14. Dyscalculia and the brain - p. 295 21. Chapter 15. Neurobiological underpinnings of developmental dyscalculia - p. 321 22. Chapter 16. How brain imaging findings may inform theoretical concepts of developmental dyscalculia - p. 345 23. Chapter 17. Subcortical structures: the seeds of mathematical abilities - p. 365 24. Index - p. 397
Developmental Dyscalculia: From Brain Mechanisms to Educational Applications presents research with a domain-general approach. It examines issues in the fields of numerical and non-numerical cognitive domains, neuro- mechanisms, and pedagogic issues to pave the way to a bridge between lab research, daily life, and curriculum applications, with a goal of finding a pathway to early diagnosis and interventions of developmental dyscalculia. It will be of interest to researchers with interests in cognitive neuroscience and education, to contribute fruitful discussions between education and neuro-cognition.
1. Introduction - p. xi 2. 1: Theoretical models for DD - p. 1 3. Chapter 1. Theoretical models of developmental dyscalculia - p. 3 4. Chapter 2. The cognition-numeracy model of math learning disabilities - p. 27 5. 2: DD and other cognitive domains - p. 55 6. Chapter 3. The role of language in developing mathematics and mathematical difficulties - p. 57 7. Chapter 4. The unique role of spatial working memory in mathematical cognition and developmental dyscalculia - p. 81 8. Chapter 5. The intersection of cognitive and emotional factors in diagnosing and treating developmental dyscalculia - p. 101 9. Chapter 6. Mental manipulation, numerical cognition, and developmental dyscalculia - p. 123 10. 3: Educational implications and treatment - p. 139 11. Chapter 7. Promoting word problem-solving among students with mathematics difficulties - p. 141 12. Chapter 8. Educational needs of children with dyscalculia - p. 167 13. Chapter 9. Diagnosing and supporting students with difficulties in learning mathematics—a mathematics education perspective - p. 187 14. Chapter 10. Developmental dyscalculia: areas of consensus and debate in the research community - p. 201 15. 4: DD and inter and intra subjects’ variability - p. 219 16. Chapter 11. Individual differences in arithmetic: implications for dyscalculia - p. 221 17. Chapter 12. Intra and intersubject variability in mathematical learning difficulties - p. 251 18. Chapter 13. Heterogeneity patterns of math learning difficulties in children - p. 269 19. 5: Neural correlates of DD - p. 293 20. Chapter 14. Dyscalculia and the brain - p. 295 21. Chapter 15. Neurobiological underpinnings of developmental dyscalculia - p. 321 22. Chapter 16. How brain imaging findings may inform theoretical concepts of developmental dyscalculia - p. 345 23. Chapter 17. Subcortical structures: the seeds of mathematical abilities - p. 365 24. Index - p. 397
