The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties (Routledge International Handbooks of Education)

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. Cover 1 Half Title 2 Title Page 6 Copyright Page 7 Table of Contents 8 List of figures 12 List of tables 15 Contributors 17 Acknowledgements 28 The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties: an overview 30 1 How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? 47 2 Number difficulties in young children: deficits in core number? 73 3 Dots and digits: how do children process the numerical magnitude? Evidence from brain and behaviour 89 4 When and why numerosity processing is associated with developmental dyscalculia 107 5 Predictive indicators for mathematical learning disabilities/dyscalculia in kindergarten children 119 6 The link between mathematics and logical reasoning: implications for research and education 130 7 How specific is the specific disorder of arithmetic skills? 144 8 Arithmetic difficulties of children with hearing impairment 154 9 Arithmetic difficulties among socially disadvantaged children and children with dyscalculia 175 10 Meeting the needs of the ‘bottom eighty per cent’: towards an inclusive mathematics curriculum in Uganda 195 11 Dyscalculia in Arabic speaking children: assessment and intervention practices 212 12 Mathematics learning and its difficulties among Chinese children in Hong Kong 222 13 The acquisition of mathematics skills of Filipino children with learning difficulties: issues and challenges 232 14 The enigma of dyscalculia 246 15 Deep diagnosis, focused instruction, and expanded math horizons 257 16 Preschool children’s quantitative knowledge and long-term risk for functional innumeracy 264 17 Learning disabilities: mathematics characteristics and instructional exemplars 272 18 Targeted interventions for children with difficulties in learning mathematics 285 19 Focused MLD intervention based on the classification of MLD subtypes 294 20 Numbersense: a window into dyscalculia and other mathematics difficulties 306 21 The Center for Improving Learning of Fractions: a progress report 321 22 Lights and shadows of mental arithmetic: analysis of cognitive processes in typical and atypical development 333 23 Teacher training: solving the problem 344 24 Mathematics anxiety, working memory, and mathematical performance: the triple-task effect and the affective drop in performance 355 25 Mathematical resilience: what is it and why is it important? 366 26 Linguistic factors in the development of basic calculation 375 27 Promoting word problem solving performance among students with mathematics difficulties: the role of strategy instruction that primes the problem structure 386 28 Mathematical storyteller kings and queens: an alternative pedagogical choice to facilitate mathematical thinking and understand children’s mathematical capabilities 398 29 The effects of computer technology on primary school students’ mathematics achievement: a meta-analysis 412 30 Representing, acting, and engaging: UDL and mathematics 422 31 Dyscalculia in Higher Education: systems, support and student strategies 435 Index 449 "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