International Handbook of Mathematical Learning Difficulties From the Laboratory to the Classroom 1st Edition by Annemarie Fritz,Vitor Geraldi Haase,Pekka Rasanen ISBN 3319971476 978-3319971476

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Product details:

ISBN 10: 3319971476

ISBN 13: 978-3319971476 

Author: Annemarie Fritz, Vitor Geraldi Haase, Pekka Räsänen

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics.

The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom.

Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world.

All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

 

Table of contents:

1. Neurocognitive perspective on numerical development

2. Everyday context and mathematics learning: on the role of spontaneous mathematical focusing tendencies in the development of numeracy

3. Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences

4. Mathematical performance amongst the poor: Comparative performance across developing countries

5. Didactics as source and remedy of mathematics learning difficulties

6. Development of number understanding: different theoretical perspectives

7. Special needs education in mathematics: The case of Nordic countries

8. Math learning and its difficulties in the Middle European countries

9. Mathematics learning and its difficulties in Eastern European countries

10. Maths Learning and its Difficulties in Southern European Countries

11. Mathematics Learning Difficulties in the United States: Current Issues in Screening and Intervention

12. Latin-American Countries

13. Mathematics Learning and its difficulties: the cases of Chile and Uruguay

14. Mathematical inclusion in Southern Africa

15. Math Learning Difficulties in Australia

16. Mathematical learning and the difficulties in Taiwan: insights from educational practice

17. Maths Learning and its Difficulties in Israel

18. Learning Difficulties and Disabilities in Mathematics: Indian Scenario

19. Discussion of Section 2: Math learning difficulties around the world

20. Neurobiological origins of mathematical learning disabilities or dyscalculia: A review of brain imaging data

21. Genetics of Dyscalculia 1: In search of genes

22. Genetics of dyscalculia 2: In search of endophenotypes

23. Comorbidity and differential diagnosis of dyscalculia and ADHD

24. Working memory and mathematical learning

25. The relation between spatial reasoning and mathematics achievement in children with mathematics learning difficulties

26. The language dimension of mathematical difficulties

27. Motivational and math anxiety perspective for mathematical learning and learning difficulties

28. Math & Emotions: The Case of Math Anxiety

29. Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion

30. Counting and Basic Numerical Skills

31. Multi-digit Addition, Subtraction, Multiplication, and Division Strategies

32. Development of a sustainable place value understanding

33. Using Schema-Based Instruction to Improve Students’ Mathematical Word Problem Solving Performance

34. Geometry

35. Understanding Rational Numbers – Obstacles for Learners With and Without Mathematical Learning Difficulties

36. Assessing mathematical competence and performance: Quality characteristics, approaches, and research trends

37. Diagnostics of dyscalculia

38. Three Frameworks for Assessing Responsiveness to Instruction

39. Technology-based diagnostic assessments for identifying early learning difficulties in mathematics

40. Technology-based diagnostic assessments for identifying early learning difficulties in mathematics (duplicate title noted)

41. Perspectives to technology-enhanced-learning and teaching in mathematical learning difficulties

42. Executive Function and Early Math Learning Difficulties

43. Children’s mathematical difficulties: some contributory factors and interventions

44. Beyond the “third method” for the assessment of developmental dyscalculia. Implications for research and practice

45. Challenges and future perspectives

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Tags: Annemarie Fritz, Vitor Geraldi Haase, Pekka Rasanen, International Handbook of, Mathematical Learning Difficulties