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The Routledge international handbook of dyscalculia and mathematical learning difficulties / edited by Steve Chinn.

Contributor(s): Language: English Publisher: Abingdon, Oxon ; New York, NY : Routledge, 2015Description: 431 pagesContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9780415822855
  • 9781315740713
Subject(s): Additional physical formats: Online:: Routledge International Handbook of Dyscalculia and Mathematical Learning DifficultiesDDC classification:
  • 618.92/85889 23
LOC classification:
  • RJ496.A25
Other classification:
  • EDU000000
  • Vh
Summary: "Mathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 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: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 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"-- Provided by publisher.
Holdings
Item type Current library Shelving location Call number Status Date due Barcode Item holds
Book Biblioteket HKR Biblioteket 618.928 Routledge Available 11156000188355
Total holds: 0

Enhanced descriptions from Syndetics:

Mathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 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:

What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics?

By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 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.

Includes bibliographical references.

"Mathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 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: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties 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"-- Provided by publisher.

Imported from: lx2.loc.gov:210/LCDB (Do not remove)

Table of contents provided by Syndetics

  • List of figures (p. xi)
  • List of tables (p. xiv)
  • Contributors (p. xvi)
  • Acknowledgements (p. xxvii)
  • The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties: an overview (p. 1)
  • 1 How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? (p. 18)
  • 2 Number difficulties in young children: deficits in core number? (p. 44)
  • 3 Dots and digits: how do children process the numerical magnitude? Evidence from brain and behaviour (p. 60)
  • 4 When and why numerosity processing is associated with (p. 78)
  • 5 Predictive indicators for mathematical learning disabilities/dyscalculia in kindergarten children (p. 90)
  • 6 The link between mathematics and logical reasoning: implications for research and education (p. 101)
  • 7 How specific is the specific disorder of arithmetic skills? (p. 115)
  • 8 Arithmetic difficulties of children with hearing impairment (p. 125)
  • 9 Arithmetic difficulties among socially disadvantaged children and children with dyscalculia (p. 146)
  • 10 Meeting the needs of the 'bottom eighty per cent': towards an inclusive mathematics curriculum in Uganda (p. 166)
  • 11 Dyscalculia in Arabic speaking children: assessment and intervention practices (p. 183)
  • 12 Mathematics learning and its difficulties among Chinese children in Hong Kong (p. 193)
  • 13 The acquisition of mathematics skills of Filipino children with learning difficulties: issues and challenges (p. 203)
  • 14 The enigma of dyscalculia (p. 217)
  • 15 Deep diagnosis, focused instruction, and expanded math horizons (p. 228)
  • 16 Preschool children's quantitative knowledge and long-term risk for functional innumeracy (p. 235)
  • 17 Learning Disabilities: mathematics characteristics and instructional exemplars (p. 243)
  • 18 Targeted interventions for children with difficulties in learning mathematics (p. 256)
  • 19 Focused MLD intervention based on the classification of MLD subtypes (p. 265)
  • 20 Numbersense: a window into dyscalculia and other mathematics difficulties (p. 277)
  • 21 The Center for Improving Learning of Fractions: a progress report (p. 292)
  • 22 Lights and shadows of mental arithmetic: analysis of cognitive processes in typical and atypical development (p. 304)
  • 23 Teacher training: solving the problem (p. 315)
  • 24 Mathematics anxiety, working memory, and mathematical performance: the triple-task effect and the affective drop in performance (p. 326)
  • 25 Mathematical resilience: what is it and why is it important? (p. 337)
  • 26 Linguistic factors in the development of basic calculation (p. 346)
  • 27 Promoting word problem solving performance among students with mathematics difficulties: the role of strategy instruction that primes the problem structure (p. 357)
  • 28 Mathematical storyteller kings and queens: an alternative pedagogical choice to facilitate mathematical thinking and understand children's mathematical capabilities (p. 369)
  • 29 The effects of computer technology on primary school students' mathematics achievement: a meta-analysis (p. 383)
  • 30 Representing, acting, and engaging: UDL and mathematics (p. 393)
  • 31 Dyscalculia in Higher Education: systems, support and student strategies (p. 406)
  • Index (p. 420)