Mathematical Difficulties: Psychology and Intervention

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Elsevier, Jul 25, 2008 - Psychology - 272 pages
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This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.

The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.
 

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Contents

Developmental Trajectories and Educational Implications
1
Chapter 2 Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development
13
Chapter 3 A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties
45
Chapter 4 The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It
59
Results from the Leverhulme Longitudinal Study
85
Chapter 6 An Analysis of Childrens Numerical Difficulties with the Aid of a Dyscalculia Test Battery and a Presentation of Remedial Approaches to F...
109
Aspects of Learner Characteristics in a Developmental Perspective
143
Chapter 8 Number Development and Children with Specific Language Impairment
155
Chapter 9 The Performance of Dyslexic and NonDyslexic Boys at Division Sums
167
Intervention and Research
181
An Early Number Program Focusing on Intensive Intervention
203
Chapter 12 Making Intervention in Numeracy More Effective in Schools
225
A Teachers Notes
243
Index
245
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About the author (2008)

Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.

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