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Why Things Dont Add Up for Some Students -featured January 18, 2011

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Thanks to our friends at Apraxia-Kids for the heads up on this great article. Fascinating read that discusses how number sense can be affected by language issues.

[Source: The Globe and Mail]

It is not a typical math test. The elementary school students lie as still as they can in a brain scanner while they answer questions for University of Western Ontario neuroscientist Daniel Ansari. “Which number is larger, 7 or 1? What about 9 or 8?”

Dr. Ansari and his colleagues study neurological deficits that make it so hard for some children to learn arithmetic, the subtle differences between the brains of children who struggle with the most basic calculations and those who excel.

They want to find new ways to identify and help the five per cent of children who have a learning disability called developmental dyscalculia, which makes it difficult to master addition, subtraction, multiplication and division. But their work has broader implications as well. Dr. Ansari, a world leader in the study of the brain and math, wants to understand how children learn arithmetic, what can go wrong, and how teachers and parents can intervene to help.

He hopes to collaborate with educators on new approaches and teaching techniques that could help preschoolers and elementary students strengthen the foundation needed for higher level skills.

Read the Rest of this Article on The Globe and Mail.com



Tags: News of the Week Language Dyscalculia Newsletter 21 January 2011