LEADER 05598nam 2200721Ia 450 001 9910832978803321 005 20250724132636.0 010 $a9786611762360 010 $a9781281762368 010 $a1281762369 010 $a9780080559773 010 $a0080559778 035 $a(CKB)1000000000547708 035 $a(EBL)404726 035 $a(OCoLC)437245619 035 $a(SSID)ssj0000199073 035 $a(PQKBManifestationID)12028948 035 $a(PQKBTitleCode)TC0000199073 035 $a(PQKBWorkID)10184329 035 $a(PQKB)11634184 035 $a(MiAaPQ)EBC404726 035 $a(PPN)170599965 035 $a(FR-PaCSA)88812087 035 $a(FRCYB88812087)88812087 035 $a(EXLCZ)991000000000547708 100 $a20080513d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMathematical difficulties $epsychology and intervention /$feditor, Ann Dowker 210 $aLondon $cAcademic$d2008 215 $a1 online resource (273 p.) 225 1 $aEducational psychology series 300 $aDescription based upon print version of record. 311 08$a9780123736291 311 08$a0123736293 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Mathematical Difficulties: Psychology and Intervention; Copyright Page; Contents; List of contributors; Introduction; Chapter 1. Neural Correlates of Number Processing and Calculation: Developmental Trajectories and Educational Implications; Introduction; Neuroanatomical Correlates of Number Processing and Calculation: Are They Identical in Developing and Mature Brain Systems?; Are Neuroimaging Studies Apt to Have Any Educational Implications?; Synopsis; Chapter 2. Toward a Developmental Cognitive Neuroscience Approach to the Study of Typical and Atypical Number Development 327 $aIntroductionNumber Processing in the Adult Brain; Number Processing in the Typically Developing Brain; Number Processing in the Atypically Developing Brain; Future Directions; Conclusions; Acknowledgments; Chapter 3. A Number Sense Assessment Tool for Identifying Children at Risk for Mathematical Difficulties; What Is Number Sense?; Components of Number Sense; Predictability of Number Sense; Developing a Number Sense Battery; Acknowledgments; Appendix; Chapter 4. The Essence of Early Childhood Mathematics Education and the Professional Development Needed to Support It 327 $aSocial, Political, and Research InfluencesThe Content of Early Mathematics; The Different Components of Early Mathematics; What is Good Early Mathematics Teaching?; Teachers' Conceptions about EME; How Good is Early Mathematics Teaching? Are Teachers Ready for it?; The Status of EME Professional Development; An Example: Big Math for Little Kids; Needed Support for an EME Program; Conclusion; Chapter 5. Progression in Numeracy Ages 5-11: Results from the Leverhulme Longitudinal Study; Background and Aims; Methods and Data Sources; Results and Discussion; Conclusions 327 $aChapter 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 DevelopmentIntroduction; A Dyscalculia Test Battery; A Multisensory Remedial Approach for Learning the Multiplication Tables; Dyscalculia Test Battery Assessment; Dyscalculia Test Battery Assessment; Dyscalculia Test Battery Assessment; General Discussion and Conclusion; Acknowledgments; Chapter 7. Children With and Without Mathematics Difficulties: Aspects of Learner Characteristics in a Developmental Perspective 327 $aResults and DiscussionChapter 8. Number Development and Children with Specific Language Impairment; Introduction; Method; Results; Discussion; Acknowledgments; Chapter 9. The Performance of Dyslexic and Non-Dyslexic Boys at Division Sums; Introduction; Participants, Apparatus and Method; Results; Discussion; Some Practical Implications; Concluding Remarks; Chapter 10. Numeracy Recovery with Children with Arithmetical Difficulties: Intervention and Research; Part 1: Numeracy Recovery Scheme; Part 2: Study of Children with Arithmetical Dif. culties; Discussion; Acknowledgments 327 $aChapter 11. Mathematics Recovery: An Early Number Program Focusing on Intensive Intervention 330 $aThis book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.The book is divided into three major sections. The first includes chapters about the nature and characteristics of m 410 0$aEducational psychology series. 606 $aMathematical ability 606 $aMathematical ability in children 606 $aMathematics$xPsychological aspects 615 0$aMathematical ability. 615 0$aMathematical ability in children. 615 0$aMathematics$xPsychological aspects. 676 $a510.71 676 $a513.019 701 $aDowker$b Ann$f1960-$01834549 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910832978803321 996 $aMathematical difficulties$94410077 997 $aUNINA