Dyscalculia: Issues for Practice in Educational Psychology

Autor/in	Gillum, James
Titel	Dyscalculia: Issues for Practice in Educational Psychology
Quelle	In: Educational Psychology in Practice, 28 (2012) 3, S.287-297 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2012.684344
Schlagwörter	Learning Disabilities; Arithmetic; Educational Psychology; Mathematics Skills; Educational Research; Literature Reviews; Number Concepts; Numeracy; Neurological Impairments; Disability Identification + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Erziehungspsychologie; Pädagogische Psychologie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsforschung; Pädagogische Forschung; Number concept; Zahlbegriff; Rechenkompetenz; Neurodegenerative Erkrankung
Abstract	Dyscalculia has been described as a specific learning difficulty affecting the ability to acquire arithmetical skills. In recent years, it has become a topic for discussion in the popular media, yet there has been little research undertaken by educational psychologists. This paper provides a summary of neuroscientific research into the development of early number skills and considers the neurological and behavioural features of dyscalculia. Two fundamental questions are then discussed: Is one able to accurately assess for and identify dyscalculia?; Is it of benefit to children and young people to do so? The paper concludes by considering implications for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10