Book contents
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- 1 Theories of Dyslexia
- 2 Theories of Dyscalculia
- 3 Computational Models of Reading and Mathematical Difficulties
- Summary: Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
2 - Theories of Dyscalculia
from Part I - Theoretical Frameworks and Computational Models
Published online by Cambridge University Press: 28 July 2022
Edited by
Book contents
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- 1 Theories of Dyslexia
- 2 Theories of Dyscalculia
- 3 Computational Models of Reading and Mathematical Difficulties
- Summary: Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
Summary
Developmental dyscalculia (DD) is a learning disorder characterized by difficulties in reasoning about numbers and performing mathematical calculations (Butterworth et al. 2011; Kaufmann et al. 2013; Kucian et al. 2014). The term DD highlights the specificity of numerical deficits and its developmental origins and is often used synonymously with mathematical disabilities and mathematical learning disabilities (Szűcs and Goswami 2013).
- Type
- Chapter
- Information
- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 25 - 44Publisher: Cambridge University PressPrint publication year: 2022
References
Suggestions for Further Reading
Fias, W., Menon, V, and Szűcs, D. 2013. ‘Multiple Components of Developmental Dyscalculia’. Trends in Neuroscience and Education 2 (2): 43–7. https://doi.org/10.1016/j.tine.2013.06.006.CrossRefGoogle Scholar
Kaufmann, L., Mazzocco, M. M., Dowker, A., et al. 2013. ‘Dyscalculia from a Developmental and Differential Perspective’. Frontiers in Psychology 4 (August): 516. https://doi.org/10.3389/fpsyg.2013.00516.CrossRefGoogle ScholarPubMed
Menon, V., Padmanabhan, A., and Schwartz, F.. 2020. ‘Cognitive Neuroscience of Dyscalculia and Math Learning Disabilities’. In The Oxford Handbook of Developmental Cognitive Neuroscience, edited by Kadosh, K. Cohen. Oxford University Press.Google Scholar