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Low numeracy and dyscalculia: Identification, neural basis and intervention

Brian Butterworth1*
  • 1 University College London, ISB, United Kingdom

One important factor in the failure to learn arithmetic in the normal way is an endogenous core deficit in the sense of number. This has been associated with low numeracy in general (e.g. [1]) and with dyscalculia more specifically (e.g. [2]). Here I describe straightforward ways of identifying this deficit, the possible nature of its neural basis [3,4], and offer some new ways of strengthening the sense of number using learning technologies.

References

1. Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455, 665-668.

2. Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental Dyscalculia and Basic Numerical Capacities: A Study of 8-9 Year Old Students. Cognition, 93, 99-125.

3. Castelli, F., Glaser, D. E., & Butterworth, B. (2006). Discrete and analogue quantity processing in the parietal lobe: A functional MRI study. Proceedings of the National Academy of Science, 103(12), 4693-4698.

4. Price, G. R., Holloway, I., Räsänen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17(24), R1042-R1043.

Conference: EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010.

Presentation Type: Poster Presentation

Topic: Keynote lectures

Citation: Butterworth B (2010). Low numeracy and dyscalculia: Identification, neural basis and intervention. Front. Neurosci. Conference Abstract: EARLI SIG22 - Neuroscience and Education. doi: 10.3389/conf.fnins.2010.11.00003

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Received: 26 May 2010; Published Online: 26 May 2010.

* Correspondence: Brian Butterworth, University College London, ISB, London, United Kingdom, b.butterworth@ucl.ac.uk