Research and practice on identification and intervention across languages

Authored by: John Everatt , Gad Elbeheri , Peter Brooks

The Routledge International Companion to Educational Psychology

Print publication date:  July  2013
Online publication date:  July  2013

Print ISBN: 9780415675581
eBook ISBN: 9780203809402
Adobe ISBN: 9781136675096


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In this chapter, the term ‘dyscalculia’ will be used to refer to individuals who have severe and persistent problems with mathematics. The term will be described as synonymous with mathematics learning disability (MLD) and, from this perspective, focuses on children in educational contexts who show difficulties with learning mathematics – in contrast to those who may acquire mathematics difficulties in later life. Such individuals with dyscalculia typically show difficulties understanding simple number concepts, poor intuitive grasp of numbers, problems learning number facts and procedures, and evidence of performing mathematics problems mechanically and without confidence. In the present chapter, dyscalculia will be considered as related to an underlying problem with fully understanding basic concepts in mathematics (such as an understanding of number – examples can be found in Figure 31.1). Although this view is not universal, it is similar to that which has been used in the UK, North America, and elsewhere (e.g. see Butterworth and Yeo 2004; Chinn and Ashcroft 2007; Geary 2004; see also Ramaa 2000, for a discussion of dyscalculia work in India).

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