ABSTRACT

Mathematics plays an important part in every person’s life, so why isn’t everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as:

  • What are mathematics learning difficulties and disabilities?
  • What are the key skills and concepts for learning mathematics?
  • How will IT help, now and in the future?
  • What is the role of language and vocabulary?
  • How should we teach mathematics?

By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties is the authoritative volume and is essential reading for academics in the field of mathematics. It is an incredibly important contribution to the study of dyscalculia and mathematical difficulties in children and young adults.

chapter 2|16 pages

Number difficulties in young children

Deficits in core number?

chapter 3|18 pages

Dots and digits

How do children process the numerical magnitude? Evidence from brain and behaviour

chapter 6|14 pages

The link between mathematics and logical reasoning

Implications for research and education

chapter 10|17 pages

Meeting the needs of the ‘bottom eighty per cent'

Towards an inclusive mathematics curriculum in Uganda

chapter 11|10 pages

Dyscalculia in Arabic speaking children

Assessment and intervention practices

chapter 17|13 pages

Learning disabilities

Mathematics characteristics and instructional exemplars

chapter 20|15 pages

Numbersense

A window into dyscalculia and other mathematics difficulties

chapter 22|11 pages

Lights and shadows of mental arithmetic

Analysis of cognitive processes in typical and atypical development

chapter 23|11 pages

Teacher training

Solving the problem

chapter 24|11 pages

Mathematics anxiety, working memory, and mathematical performance

The triple-task effect and the affective drop in performance

chapter 25|9 pages

Mathematical resilience

What is it and why is it important?

chapter 27|12 pages

Promoting word problem solving performance among students with mathematics difficulties

The role of strategy instruction that primes the problem structure

chapter 28|14 pages

Mathematical storyteller kings and queens

An alternative pedagogical choice to facilitate mathematical thinking and understand children's mathematical capabilities

chapter 31|14 pages

Dyscalculia in Higher Education

Systems, support and student strategies