{"product_id":"the-routledge-international-handbook-of-dyscalculia-and-mathematical-learning-difficulties-9781138577312","title":"The Routledge International Handbook of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eMathematics plays an important part in every person's life, so why isn't everyone good at it? \u003ci\u003eThe Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties \u003c\/i\u003ebrings 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:\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eWhat are mathematics learning difficulties and disabilities?\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eWhat are the key skills and concepts for learning mathematics?\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eHow will IT help, now and in the future?\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eWhat is the role of language and vocabulary?\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eHow should we teach mathematics?\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eBy posing notoriously difficult questions such as these and studying the answers \u003ci\u003eThe Routledge International Handbook of Dyscalculia and Ma\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003e\"I am convinced that most chapters of\u003c\/em\u003e The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties\u003cem\u003e will serve as far more than a didactic summary of current knowledge in the field. Each chapter is sure to fascinate readers with its wide range of perspectives and leave behind important ideas applicable to the myriad issues in the learning and teaching of mathematics.\"-\u003c\/em\u003e\u003cstrong\u003eWoong Lim, University of New Mexico,\u003cem\u003e Mathematical Association of America\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe International Handbook on Dyscalculia and Mathematics Learning Difficulties: An overview \u003cem\u003eSteve Chinn \u003c\/em\u003e1.How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? \u003cem\u003eStephanie Bugden and Daniel Ansari \u003c\/em\u003e2.Number Difficulties in Young Children: Deficits in Core Number? \u003cem\u003eRobert A. Reeve; Sarah Gray \u003c\/em\u003e3. Sets and digits: How are they processed by children with typical and atypical numerical cognition? Evidence from brain and behaviour \u003cem\u003eVivian Reigosa-Crespo; Danilka Castro \u003c\/em\u003e4. When and why numerosity processing is associated with developmental dyscalculia \u003cem\u003eXinlin Zhou; Dazhi Cheng \u003c\/em\u003e5. Predictive indicators for mathematical learning disabilities\/dyscalculia in kindergarten children \u003cem\u003eAnnemie Desoete \u003c\/em\u003e6. The link between mathematics and logical reasoning: Implications for research and education \u003cem\u003eDenes Szucs; Kinga Morsanyi \u003c\/em\u003e7.How specific is the specific disorder of arithmetic skills? \u003cem\u003eKarin Landerl \u003c\/em\u003e8. Arithmetic Difficulties of Children with Hearing Impairment \u003cem\u003eGowramma, I.P\u003c\/em\u003e. 9. Arithmetic Difficulties among Socially Disadvantaged Children and Children with Dyscalculia \u003cem\u003eRamaa S \u003c\/em\u003e10. Meeting the needs of the ‘bottom eighty per cent’ – Towards an inclusive mathematics curriculum in Uganda \u003cem\u003eTandi Clausen-May \u003c\/em\u003e11. Dyscalculia in Arabic speaking children: Assessment and intervention practices \u003cem\u003eJohn Everatt; Abdessatar Mahfoudhi; Mowafak Al-Manabri; Gad Elbeheri \u003c\/em\u003e12. Mathematics Learning and Its Difficulties among Chinese Children in Hong Kong \u003cem\u003eConnie Suk-Han Ho; Terry Tin-Yau Wong; Winnie Wai Lan Chan \u003c\/em\u003e13. The Acquisition of Mathematics Skills of Filipino Children with Learning Difficulties: Issues and Challenges \u003cem\u003eSherlynmay Hamak; Jai Astilla Hazelle; P. Preclaro \u003c\/em\u003e14. The Enigma of Dyscalculia \u003cem\u003eJane Emerson \u003c\/em\u003e15. Deep Diagnosis, Focused Instruction, and Expanded Math Horizons \u003cem\u003eR B Ashlock \u003c\/em\u003e16. Preschool Children’s Quantitative Knowledge and Long-Term Risk for Functional Innumeracy \u003cem\u003eDavid C. Geary \u003c\/em\u003e17. Learning Disabilities: Mathematics Characteristics and Instructional Exemplars \u003cem\u003eDiane Pedrotty Bryant; Brian R. Bryant; Mikyung Shin; Kathleen Hughes Pfannenstiel;\u003c\/em\u003e 18. Targeted interventions for children with difficulties in learning mathematics \u003cem\u003eAnn Dowker; Peter Morris \u003c\/em\u003e19. Focused MLD intervention based on the classification of MLD subtypes \u003cem\u003eGiannis N. Karagiannakis; G. N.; Cooreman, A. \u003c\/em\u003e20. Numbersense: A Window into Dyscalculia and other Mathematics Difficulties \u003cem\u003eMahesh C. Sharma \u003c\/em\u003e21. The Center for Improving Learning of Fractions: A Progress Report \u003cem\u003eRobert Siegler; Lynn Fuchs; Nancy Jordan; Russell Gersten; Rob Ochsendorf \u003c\/em\u003e22. Lights and Shadows of Mental Arithmetic: Analysis of cognitive processes in typical and atypical development \u003cem\u003eSara Caviola; Daniela Lucangeli \u003c\/em\u003e23. Teacher Training : Solving the problem \u003cem\u003eJudy Hornigold \u003c\/em\u003e24. Mathematics Anxiety, Working Memory, and Mathematical Performance: The Triple Task Effect and the Affective Drop in Performance \u003cem\u003eAlex M. Moore; Amy J. McAuley; Gabriel A. Allred; Mark H. Ashcraft \u003c\/em\u003e25. Mathematical resilience: What is it and why is it important? \u003cem\u003eClare Lee; Sue Johnston-Wilder \u003c\/em\u003e26. Linguistic factors in the development of basic calculation \u003cem\u003eChris Donlan \u003c\/em\u003e27. Promoting Word Problem Solving Performance Amongst Students With Mathematics Difficulties: The Role of Strategy instruction that Primes the Problem Structure \u003cem\u003eAsha K. Jitendra; Danielle N. Dupuis; Amy E. Lein \u003c\/em\u003e28. Mathematical Storyteller Kings and Queens: an alternative pedagogical choice to facilitate mathematical thinking and understand children’s mathematical capabilities \u003cem\u003eCaroline McGrath \u003c\/em\u003e29. The Effects of Computer Technology on Primary School Students’ Mathematics Achievement: a Meta-analysis \u003cem\u003eEgbert Harskamp \u003c\/em\u003e30. Representing, Acting, and Engaging: UDL and Mathematics \u003cem\u003eElizabeth Murray; Garron Hillaire; Mindy Johnson; Gabrielle Rappolt-Schlichtmann \u003c\/em\u003e31. Dyscalculia in Higher Education: systems, support and student strategies \u003cem\u003eClare Trott \u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51019501863255,"sku":"9781138577312","price":46.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138577312.jpg?v=1750780458","url":"https:\/\/bookcurl.com\/products\/the-routledge-international-handbook-of-dyscalculia-and-mathematical-learning-difficulties-9781138577312","provider":"Book Curl","version":"1.0","type":"link"}