ZDM

, Volume 42, Issue 6, pp 527–539 | Cite as

Low numeracy and dyscalculia: identification and intervention

Original Article

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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Copyright information

© FIZ Karlsruhe 2010

Authors and Affiliations

  1. 1.Institute for Cognitive NeuroscienceUniversity College LondonLondonUK
  2. 2.Centre for Educational NeuroscienceLondonUK
  3. 3.London Knowledge LabInstitute of Education University of LondonLondonUK

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