Description
Book SynopsisDyscalculia 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 swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical 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 abil
Trade Review
"Brian Butterworth has been a leading researcher in the field of dyscalculia for a number of years... Butterworth’s book contains a great deal of useful explanation of the different types of number sense which would be essential for anyone considering assessing for dyscalculia." - Janet Desmet MDG, Dyslexia Review
"This book answers the question ‘Why?’, gives structure to ‘How do I help?’ and keeps the dyscalculic individual centre stage! Highly recommended." - June Boschen, nasen Connect
"Butterworth wishes to see more training of professionals in this field, including educational psychologists. This would be a useful textbook for this purpose. Recommended for: specialist teachers and educational psychologists to expand knowledge of this topic." - John Wilkins, Educational Psychology in Practice
Table of Contents-
Preface Chapter 1: What is dyscalculia? It’s not just being bad at maths Chapter 2: Number sense: our intuitive understanding of numbers Chapter 3: The arithmetic starter kit Chapter 4: Core deficit in the number module: the cognitive cause of dyscalculia Chapter 5: Development of arithmetic depends on domain-specific numerical competences Chapter 6: The dyscalculic brain Chapter 7: Heritability and the effects of brain damage on numerical abilities Chapter 8: Society, school, and home Chapter 9: Assessment: how to identify dyscalculic learners Chapter 10: Intervention for dyscalculic learners Chapter 11: Policy: what to do about dyscalculia locally and nationally
