International Handbook of Mathematical Learning Difficulties

International Handbook of Mathematical Learning Difficulties

From the Laboratory to the Classroom

Haase, Vitor Geraldi; Fritz, Annemarie; Rasanen, Pekka

Springer International Publishing AG

02/2019

843

Dura

Inglês

9783319971476

15 a 20 dias

Section 1: Development of number understanding: different theoretical perspectives Chapter 1: Neurocognitive perspective on numerical development Chapter 2: Everyday context and mathematics learning: on the role on spontaneous mathematical focusing tendencies in the development of numeracy Chapter 3: Competence Models as a Basis for Defining, Understanding, and Diagnosing Students' Mathematical Competences Chapter 4: Mathematical performance amongst the poor: Comparative performance across developing countries Chapter 5: Didactics as source and remedy of mathematics learning difficulties Chapter 6: Section 1 Discussion - Development of number understanding: different theoretical perspectives Section 2: Mathematics learning and its difficulties around the world Chapter 7: Special needs education in mathematics: The case of Nordic countries Chapter 8: Math learning and its difficulties in the Middle European countries Chapter 9: Mathematics learning and its difficulties in Eastern European countries Chapter 10: Maths Learning and its Difficulties in Southern European Countries Chapter 11: Mathematics Learning Difficulties in the United States: Current Issues in Screening and Intervention Chapter 12: Latin-American Countries Chapter 13: Mathematics Learning and its difficulties: the cases of Chile and Uruguay Chapter 14: Mathematical inclusion in Southern Africa Chapter 15: Math Learning Difficulties in Australia Chapter 16: Mathematical learning and the difficulties in Taiwan: insights from educational practice Chapter 17: Maths Learning and its Difficulties in Israel Chapter 18: Learning Difficulties and Disabilities in Mathematics: Indian Scenario Chapter 19: Discussion of Section 2: Math learning difficulties around the world Section 3: Mathematical learning difficulties and its cognitive, motivational and emotional underpinnings Chapter 20: Neurobiological origins of mathematical learning disabilities or dyscalculia: A review of brain imaging data Chapter 21: Genetics of Dyscalculia 1: In search of genes Chapter 22: Genetics of dyscalculia 2: In search of endophenotypes Chapter 23: Comorbidity and differential diagnosis of dyscalculia and ADHD Chapter 24: Working memory and mathematical learning Chapter 25: The relation between spatial reasoning and mathematics achievement in children with mathematics learning difficulties Chapter 26: The language dimension of mathematical difficulties Chapter 27: Motivational and math anxiety perspective for mathematical learning and learning difficulties. Chapter 28: MATH & EMOTIONS: THE CASE OF MATH ANXIETY Chapter 29: Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion Section 4: Understanding the basics: building conceptual knowledge and characterizing obstacles to the development of arithmetic skills Chapter 30: Counting and Basic Numerical Skills Chapter 31: Multi-digit Addition, Subtraction, Multiplication, and Division Strategies Chapter 32: Development of a sustainable place value understanding Chapter 33: Using Schema-Based Instruction to Improve Students' Mathematical Word Problem Solving Performance Chapter 34: Geometry Chapter 35: Understanding Rational Numbers - Obstacles for Learners With and Without Mathematical Learning Difficulties Section 5: Mathematical learning difficulties: Approaches to recognition and intervention Chapter 36: Assessing mathematical competence and performance: Quality characteristics, approaches, and research trends Chapter 37: Diagnostics of dyscalculia Chapter 38: Three Frameworks for Assessing Responsiveness to Instruction as a Means of Identifying Mathematical Learning Disabilities Chapter 39: Technology-based diagnostic assessments for identifying early learning difficulties in mathematics Chapter 40: Small group interventions for children aged 5-9 years old with learning difficulties in mathematics Chapter 41: Perspectives to technology-enhanced-learning and teaching in mathematical learning difficulties Chapter 42: Executive Function and Early Math Learning Difficulties Chapter 43: Children's mathematical difficulties: some contributory factors and interventions Chapter 44: Beyond the "third method" for the assessment of developmental dyscalculia. Implications for research and practice. Chapter 45: Challenges and future perspectives