Mathematical Difficulties ：Psychology and Intervention ( Educational Psychology )

Publication subTitle ：Psychology and Intervention

Publication series ：Educational Psychology

Author： Phye Gary D.;Dowker Ann

Publisher： Elsevier Science‎

Publication year： 2008

E-ISBN: 9780080559773

P-ISBN(Paperback): 9780123736291

P-ISBN(Hardback): 9780123736291

Subject： O1-0 mathematical theory

Language： ENG

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Description

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.

Chapter

Front Cover

pp.： 1 – 4

Mathematical Difficulties: Psychology and Intervention

pp.： 4 – 5

pp.： 5 – 8

Contents

pp.： 8 – 16

List of contributors

pp.： 16 – 18

Introduction

pp.： 18 – 22

Chapter 1. Neural Correlates of Number Processing and Calculation: Developmental Trajectories and Educational Implications

pp.： 22 – 34

Chapter 2. Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development

pp.： 34 – 66

Chapter 3. A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties

pp.： 66 – 80

Chapter 4. The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It

pp.： 80 – 106

Chapter 5. Progression in Numeracy Ages 5–11: Results from the Leverhulme Longitudinal Study

pp.： 106 – 130

Chapter 6. An Analysis of Children’s Numerical Difficulties with the Aid of a Dyscalculia Test Battery and a Presentation of Remedial Approaches to Facilitate Aspects of Numerical Development

pp.： 130 – 164

Chapter 7. Children With and Without Mathematics Difficulties: Aspects of Learner Characteristics in a Developmental Perspective

pp.： 164 – 176

Chapter 8. Number Development and Children with Specific Language Impairment

pp.： 176 – 188

Chapter 9. The Performance of Dyslexic and Non-Dyslexic Boys at Division Sums

pp.： 188 – 202

Chapter 10. Numeracy Recovery with Children with Arithmetical Difficulties: Intervention and Research

pp.： 202 – 224

Chapter 11. Mathematics Recovery: An Early Number Program Focusing on Intensive Intervention

pp.： 224 – 246

Chapter 12. Making Intervention in Numeracy More Effective in Schools

pp.： 246 – 264

Afterword Helping Children with Numeracy Difficulties in School: A Teacher’s Notes

pp.： 264 – 266

Index

pp.： 266 – 274

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