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Low numeracy and dyscalculia: identification and intervention

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Abstract

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. Halberda et al. in Nature 455:665–668, 2008) and with dyscalculia more specifically (e.g. Landerl et al. in Cognition 93:99–125, 2004). Here, we describe straightforward ways of identifying this deficit, and offer some new ways of strengthening the sense of number using learning technologies.

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Notes

  1. ‘Digital interventions for dyscalculia and low numeracy’, funded by Becta small research grants.

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Authors and Affiliations

  1. Institute for Cognitive Neuroscience, University College London, 17 Queen Square, London, WC1N 3AR, UK

    Brian Butterworth

  2. Centre for Educational Neuroscience, London, UK

    Brian Butterworth & Diana Laurillard

  3. London Knowledge Lab, Institute of Education University of London, London, UK

    Diana Laurillard

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  1. Brian Butterworth
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  2. Diana Laurillard
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Correspondence to Brian Butterworth.

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Butterworth, B., Laurillard, D. Low numeracy and dyscalculia: identification and intervention. ZDM Mathematics Education 42, 527–539 (2010). https://doi.org/10.1007/s11858-010-0267-4

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