Dyscalculia is caused by developmental differences in the structures and patterns of activation in the brain. Affected learners require timely and tailored interventions, informed and shaped by neurological findings.
In this ground-breaking text, Professor Butterworth explains the latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words and digits. It shows that science has clear and specific implications both for assessment and intervention.
A landmark publication for the dyscalculia community, Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents and sufferers, as well as for university courses that include specific learning disabilities.
Table of Contents
Chapter 1: What is dyscalculia? It’s not just being bad at maths
Chapter 2: Number sense: our intuitive understanding of numbers
Chapter 3: The arithmetic starter kit
Chapter 4: Core deficit in the number module: the cognitive cause of dyscalculia
Chapter 5: Development of arithmetic depends on domain-specific numerical competences
Chapter 6: The dyscalculic brain
Chapter 7: Heritability and the effects of brain damage on numerical abilities
Chapter 8: Society, school, and home
Chapter 9: Assessment: how to identify dyscalculic learners
Chapter 10: Intervention for dyscalculic learners
Chapter 11: Policy: what to do about dyscalculia locally and nationally
Brian Butterworth is Emeritus Professor of cognitive neuropsychology at the Institute of Cognitive Neuroscience at University College London, UK.
"Brian Butterworth has been a leading researcher in the field of dyscalculia for a number of years... Butterworth’s book contains a great deal of useful explanation of the different types of number sense which would be essential for anyone considering assessing for dyscalculia." - Janet Desmet MDG, Dyslexia Review
"This book answers the question ‘Why?’, gives structure to ‘How do I help?’ and keeps the dyscalculic individual centre stage! Highly recommended." - June Boschen, nasen Connect
"Butterworth wishes to see more training of professionals in this field, including educational psychologists. This would be a useful textbook for this purpose. Recommended for: specialist teachers and educational psychologists to expand knowledge of this topic." - John Wilkins, Educational Psychology in Practice