SPELDKeynote AnnaWilson 2008

Dyscalculia: Why do numbers
make no sense to some people?

Dyscalculia: Why do numbers
make no sense to some people?
Dr. Anna J. Wilson
Research Fellow
Department of Psychology
University of Auckland
Dr. Anna J. Wilson
Research Fellow
Department of Psychology
University of Auckland
My background My background
BSc, The University of Auckland (Psychology)
Exchange to University of California, Berkeley
PhD, University of Oregon (Psychology)
Dissertation: Numerical & spatial cognition
Supporting area: Math learning disabilities
BSc, The University of Auckland (Psychology)
Exchange to University of California, Berkeley
PhD, University of Oregon (Psychology)
Supporting area: Math learning disabilities Supporting area: Math learning disabilities
Postdoctoral fellowship, INSERM U562, Paris
Development & testing of remediation software for
dyscalculia (with Stanislas Dehaene)
Research fellow, University of Auckland
Neural correlates of dyscalculia & relationship between
dyscalculia & dyslexia (with Karen Waldie)
www.aboutdyscalculia.org www.aboutdyscalculia.org
PhD, University of Oregon
PhD, University of Oregon
Development & testing of remediation software for Development & testing of remediation software for
www.aboutdyscalculia.org
Talk outline Talk outline
What is dyscalculia?
Numerical cognition
Causes of dyscalculia
Auckland comorbidity project
Numerical cognition
Auckland comorbidity project Auckland comorbidity project
Identification
Remediation
The future
Identification
Remediation
The future
Severe difficulty in mathematics presumed to
be due to a specific impairment in brain
function
Also called Mathematics Disorder (DSM-IV),
or mathematical learning disabilities
Severe difficulty in mathematics presumed to
be due to a specific impairment in brain
function
Also called Mathematics Disorder (DSM-IV),
Developmental dyscalculia Developmental dyscalculia
Prevalence: around 6% (same as dyslexia!)
Has genetic component (runs in families)
Understudied compared to dyslexia
Prevalence: around 6% (same as dyslexia!)
Has genetic component (runs in families)
Understudied compared to dyslexia
Kosc, 1974; Shalev & Gross-Tsur, 2001; Geary, 1993, 2004; Badian, 1983;
Lewis, Hitch, & Walker, 1994
Delay in acquisition of:
Counting
Addition strategies (counting on vs. counting all)
Memorization of number facts (e.g. times tables)
Delay in acquisition of:
Counting
Addition strategies (counting on vs. counting all)
Memorization of number facts (e.g. times tables)
Surface symptoms Surface symptoms
3 x 2 =
3 x 3 =
3 x 4 =
Geary (1993, 2004) - review
Difficulties with story problems?
(e.g. Nancy Jordans research)
- esp. when dyslexia present!
Geary (1993, 2004) - review
Difficulties with story problems?
(e.g. Nancy Jordans research)
- esp. when dyslexia present!
2 + 5 = ?
Counting all
1..2... 1...2...3...4..5..
1...2...3...4...5...6...7
Counting on
2...3...4...5...6...7
Counting on (max)
5...6...7
Difficulty representing quantity (number sense).
Slow to compare numbers (Llanderl et al., 2004)
Slow to enumerate 1-3 objects (subitizing)
(Reeve et al., in press)
Difficulty representing quantity (number sense).
Slow to compare numbers (Llanderl et al., 2004)
Slow to enumerate 1-3 objects (subitizing)
(Reeve et al., in press)
Core cognitive symptoms Core cognitive symptoms
Number symbols processed less automatically
Number stroop task
(Rouselle & Nel, 2007;
Rubinsten & Henik 2005)
Mental number line slow to develop
Number symbols processed less automatically
Number stroop task
(Rouselle & Nel, 2007;
Rubinsten & Henik 2005)
Mental number line slow to develop
7 9 7 9
Some examples Some examples
Llanderl, Bevan & Butterworth, 2004. Note that the impairment is in
response time as well as accuracy
7 9
Llanderl, Bevan & Butterworth, 2004.
7 9
Mental number line development Mental number line development
0 100
"Put a mark where 64 goes"
Siegler & Booth, 2004
Individual differences on this task correlate
with maths achievement scores.
Mental number line in dyscalculia Mental number line in dyscalculia
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"Put a mark where 64 goes"

a) Number placement at T1: 0-100 number line
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Wilson, Krinzinger, Nuerk, Dehaene & Willmes, in prep
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Dyscalculic
Control
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Dyscalculic
Control
Difficulty with:
Subtraction
Using finger counting (slow, inaccurate, trouble
recognising finger configurations)
Decomposing numbers (e.g. recognizing that 10 is
Difficulty with:
Subtraction
Using finger counting (slow, inaccurate, trouble
recognising finger configurations)
Likely other symptoms Likely other symptoms
made up of 4 and 6)
Understanding place value
Learning/understanding multi-step calculation
procedures and problem solving
Anxiety about or negative attitude towards maths
made up of 4 and 6)
Understanding place value
Learning/understanding multi-step calculation
procedures and problem solving
Anxiety about or negative attitude towards maths
Blocked from certain professions (lower salary)
Difficulty managing money
Difficulty understanding statistics/numbers (influence
on decision making)
Low self-esteem, anxiety, avoidance
Blocked from certain professions (lower salary)
Difficulty managing money
Difficulty understanding statistics/numbers (influence
on decision making)
Low self-esteem, anxiety, avoidance
Consequences in adults Consequences in adults
Low self-esteem, anxiety, avoidance Low self-esteem, anxiety, avoidance
I have always had difficulty with simple
addition and subtraction since young,
always still have to count on my fingers
quickly e.g. 5+7 without anyone knowing.
Sometimes I feel very embarrassed!
Especially under pressure I just panic.
I struggled through school with maths to the point the
teachers gave up on me. I can only count on my fingers or
with a calculator. I can't count out change, no matter how
small and often get flustered with any tasks involving
numbers. Despite trying hard I could never remember my
'times tables'. Division etc just bewildered me totally.
I struggled through school with maths to the point the
teachers gave up on me. I can only count on my fingers or
with a calculator. I can't count out change, no matter how
small and often get flustered with any tasks involving
numbers. Despite trying hard I could never remember my
Consequences in adults Consequences in adults
English was one of my best subjects at school.
I have no trouble whatsoever reading or writing,
understanding literary concepts and theories etc., but
spend an hour sitting in the bank trying to work out how
much money is in my cheque account! Last year I returned
to University, attempting to avoid any papers containing
mathematics, but hidden in nearly everything are formulas
and calculations.
English was one of my best subjects at school.
I have no trouble whatsoever reading or writing,
understanding literary concepts and theories etc., but
spend an hour sitting in the bank trying to work out how
much money is in my cheque account! Last year I returned
to University, attempting to avoid any papers containing
mathematics, but hidden in nearly everything are formulas
and calculations.
Both verbal and non-verbal:
Dyslexia (50%)
ADHD (30%)
Dyspraxia
Both verbal and non-verbal:
Dyslexia (50%)
ADHD (30%)
Dyspraxia
Co-morbid difficulties Co-morbid difficulties
Dyspraxia
Spatial difficulties
Why is there such a high association between
these disorders?? What is the implication for
remediation?
Dyspraxia
Spatial difficulties
Why is there such a high association between
these disorders?? What is the implication for
remediation?
What causes dyscalculia?
How can it be indentified early?
Can it be prevented?
What is the best type of remediation?
The big questions The big questions
Why does it co-occur so often with other
learning disabilities?
Are there subtypes; if so do they need different
remediation approaches?
In order to answer these we need to know about
how maths works in the brain.
In order to answer these we need to know about
how maths works in the brain.
Numerical cognition
Numerical cognition
Identification
Remediation
The future
Identification
Remediation
The future
Numerical cognition Numerical cognition
Study of representation of
number in the brain
Methods: Animals, infants, cross-cultural
linguistics, brain imaging, cognitive psychology
Study of representation of
number in the brain
Methods: Animals, infants, cross-cultural
linguistics, brain imaging, cognitive psychology linguistics, brain imaging, cognitive psychology
Good introductory books:
linguistics, brain imaging, cognitive psychology
Good introductory books:
Stanislas
Dehaene
Mathematics is componential Mathematics is componential
Non-verbal
number, approximation, comparison
Verbal
number facts (multiplication, addition)
Non-verbal
Verbal
number facts (multiplication, addition) number facts (multiplication, addition)
Logical
problem solving, higher maths
Spatial
geometry? Number line?
Logical
Spatial
Non-verbal bases of number Non-verbal bases of number
Number is not constructed or dependent
on logic/language as Piaget thought
Animals can add, subtract, compare
quantities!
Number is not constructed or dependent
on logic/language as Piaget thought
Animals can add, subtract, compare
quantities! quantities!
As can pre-verbal human infants...
quantities!
As can pre-verbal human infants...
Platt & Johnson (1971).
Rats taught to press button
a certain number of times
for reward.
Mode at the right value, but
responses approximate.
Platt & Johnson (1971).
Rats taught to press button
a certain number of times
for reward.
Mode at the right value, but
responses approximate.
Approximate number: Demonstration
Which side has more dots?
++
++
++
Ratio = 0.5
Faster, more accurate
Ratio = 0.79
Slower, less accurate
Approximate number Approximate number
Ability to discriminate depends on ratio of the two
numbers. This "distance effect" is found in
animals, and human adults and children.
e.g. see Brannon (2003) for review
++
12 24 12 24
++
19 24 19 24
++
12 24 24 19 12 24
Ratio = 0.5
Dots: faster, more accurate
Digits: the same!!
24 19
Ratio = 0.79
Dots: slower, less accurate
Digits: the same!!
e.g. see Brannon (2003) for review
Approximate arithmetic Approximate arithmetic
Barth (2005)
Five year old children
Barth (2005)
Five year old children
What have we learned about it so far?
Non-verbal
Non-symbolic
Present in animals / human infants
What have we learned about it so far?
Non-verbal
Non-symbolic
Present in animals / human infants Present in animals / human infants
Still accessed in skilled adults
Used for representation and operations
Next: Has a specific brain basis
Present in animals / human infants
Still accessed in skilled adults
Used for representation and operations
Next: Has a specific brain basis
Number sense Number sense
Number sense is a short-hand term for our ability to
quickly understand, approximate, and manipulate
numerical quantities. (Dehaene, 2001)
Caution: term used in different
Number sense is a short-hand term for our ability to
quickly understand, approximate, and manipulate
numerical quantities. (Dehaene, 2001)
Caution: term used in different Caution: term used in different
ways in education (vs.
in numerical cognition)
see Berch, 2005 review
Caution: term used in different
ways in education (vs.
in numerical cognition)
see Berch, 2005 review
Number sense in adults Number sense in adults
z = 44 x = 39
x = - 48
Left hemisphere Right hemisphere
50 %
z = 49
HIPS
Axial slice
Using number sense activates the intraparietal sulcus (IPS):
(This same area is involved in thinking about space.)
Tasks that activate this region:
Comparison of numbers
Subtraction
Approximation
Estimation
Non-symbolic tasks
Automatically activated by viewing numbers
Dehaene, Piazza, Pinel, & Cohen (2003)
22 %
e.g. comparison
Neurons & approximate number Neurons & approximate number
Areas that respond to a change of numerosity
The distance effect shows up in responses
of neurons
The distance effect shows up in responses
of neurons
0.5 1 2
-0.4
-0.2
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0.5 1 2
-0.4
-0.2
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0.2
0.4
% of activation to a number of dots after
a adaptation period
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Ratio / target Ratio / target
Weber
fraction
Weber
fraction
Piazza, 2004
Nieder &
Miller,
2004
Number sense in children Number sense in children
Neural correlates the same
as in adults.
Non symbolic
tasks
Cantlon, Brannon,
Carter & Pelphrey 2006
fMRI in 4 year olds
Mathematics is componential Mathematics is componential
Non-verbal Intraparietal sulcus (IPS)
Verbal Perisylvian language network
Non-verbal Intraparietal sulcus (IPS)
Verbal Perisylvian language network
number facts (multiplication, addition) number facts (multiplication, addition)
Logical Frontal lobes?
Spatial Parietal lobes?
Logical Frontal lobes?
Spatial Parietal lobes?
Supramarginal
gyrus
Angular gyrus
Superior Frontal Gyrus
Middle Frontal
Gyrus
Intraparietal
sulcus
Inferior
Frontal Gyrus
Middle Temporal Gyrus
Inferior temporal Gyrus
Numerical cognition
Numerical cognition
Identification
Remediation
The future
Identification
Remediation
The future
Causes of dyscalculia Causes of dyscalculia
left hemisphere right hemisphere
"Core deficit" hypothesis "Core deficit" hypothesis: :
Deficit in number sense Deficit in number sense
(Butterworth, 1999; Gersten & Chard,
1999; Wilson & Dehaene, 2007)
Dehaene, S. (1992). Cognition, 44, 1-42.
Dehaene, S., & Cohen, L. (1995). Mathematical Cognition, 1, 83-120.
verbal
"six"
quantity
visual
6
visual
6
quantity
Brain bases of dyscalculia Brain bases of dyscalculia
Dyscalculic adults born pre-term Dyscalculic children - less grey matter in Dyscalculic adults born pre-term
less gray matter in IPS
(Isaacs, Edmonds & Lucas, 2001)
Superimposed images of sulci
Turner
subjects
Controls
Molko, Cachia and Riviere (2004) Turners subjects -
structural and functional alternations in IPS.
Dyscalculic children - less grey matter in
IPS (Rotzer et al., 2008)
Dyscalculic children less activation in
IPS during magnitude tasks (Kucian et
al., 2006)
Causes of dyscalculia Causes of dyscalculia
left hemisphere right hemisphere
"Core deficit" hypothesis "Core deficit" hypothesis: :
Deficit in number sense Deficit in number sense
(Butterworth, 1999; Gersten & Chard,
1999; Wilson & Dehaene, 2007)
"Access" hypothesis :
Deficit in link between
number sense and symbols
(Rouselle & Nel, 2007)
Dehaene, S. (1992). Cognition, 44, 1-42.
Dehaene, S., & Cohen, L. (1995). Mathematical Cognition, 1, 83-120.
verbal
"six"
quantity
visual
6
visual
6
quantity

Number sense / number sense access
Everything affected except counting, fact retrieval
May have difficulty with non-symbolic tasks
Verbal
Difficulty with counting, fact retrieval, word problems
Associated with dyslexia?
Number sense / number sense access
Everything affected except counting, fact retrieval
May have difficulty with non-symbolic tasks
Verbal
Difficulty with counting, fact retrieval, word problems
One subtype proposal One subtype proposal
Executive
Difficulty with fact retrieval, use of strategy/procedure
Associated with ADHD??
Spatial
Difficulty with subitizing, apprehension of non-symbolic
quantity mental number line?
Wilson & Dehaene (2007)
Executive
Difficulty with fact retrieval, use of strategy/procedure
Associated with ADHD??
Spatial
Difficulty with subitizing, apprehension of non-symbolic
quantity mental number line?
Wilson & Dehaene (2007)
Numerical cognition
Numerical cognition
Identification
Remediation
The future
Identification
Remediation
The future
The big questions The big questions
Postdoctoral fellowship with Karen
Waldie, funded by Univ. of Auckland.
Phase I:
80 adults with dyscalculia, dyslexia,
Postdoctoral fellowship with Karen
Waldie, funded by Univ. of Auckland.
Phase I:
80 adults with dyscalculia, dyslexia, 80 adults with dyscalculia, dyslexia,
both or neither (20 per group)
Cognitive testing (symptoms, subtypes)
Brain imaging (fMRI; neural markers)
Phase II (if funded!): similar study in children
80 adults with dyscalculia, dyslexia,
both or neither (20 per group)
Cognitive testing (symptoms, subtypes)
Brain imaging (fMRI; neural markers)
Phase II (if funded!): similar study in children
An aside... An aside...
Many people mistakenly think that if its in
the brain it cant be changed
Nothing could be more wrong!
Many people mistakenly think that if its in
the brain it cant be changed
Nothing could be more wrong! Nothing could be more wrong!
The brain is the basis of all learning
Brain function and even structure is highly
plastic, especially at a young age
The mild impairments associated with
learning disabilities are nothing like the
brain damage caused by stroke/lesion
Nothing could be more wrong!
The brain is the basis of all learning
Brain function and even structure is highly
plastic, especially at a young age
The mild impairments associated with
learning disabilities are nothing like the
brain damage caused by stroke/lesion
An example from reading... An example from reading...
Fast ForWord
(Merzenich et al., 2006; Tallal et al., 2006;
Scientific Learning Corporation)
Fast ForWord
(Merzenich et al., 2006; Tallal et al., 2006;
Scientific Learning Corporation)
Adaptive game software for reading
Specific Language Impairment, Dyslexia Specific Language Impairment, Dyslexia
Intensive individual intervention
(1h/day for 12 wks)
Temple et al. 2003
Numerical cognition
Numerical cognition
Identification
Remediation
The future
Identification
Remediation
The future
Identification Identification
Test for:
Mathematics level (standardised test)
e.g. PAT, Woodcock Johnson, WRAT, KeyMath
Profile of performance in different components
IQ (rule out general difficulties)
Test for:
Mathematics level (standardised test)
e.g. PAT, Woodcock Johnson, WRAT, KeyMath
Profile of performance in different components
IQ (rule out general difficulties) IQ (rule out general difficulties)
Dyslexia, ADHD, spatial difficulties, dyspraxia if
suspected
Important to rule out:
educational experiences, motivation
IQ (rule out general difficulties)
Dyslexia, ADHD, spatial difficulties, dyspraxia if
suspected
Important to rule out:
educational experiences, motivation
Profiling tests Profiling tests
Ideally: Measurements of response time as
well as accuracy. Separate breakdowns for
different operations and components
KeyMath (5-22 yrs)
Ideally: Measurements of response time as
well as accuracy. Separate breakdowns for
different operations and components
KeyMath (5-22 yrs) KeyMath (5-22 yrs)
TEMA-3 (3-8 yrs)
CMAT (7-19 yrs)
Diagnostic mathematics profiles (AUS)
Booker Profiles? (AUS)
KeyMath (5-22 yrs)
TEMA-3 (3-8 yrs)
CMAT (7-19 yrs)
Diagnostic mathematics profiles (AUS)
Booker Profiles? (AUS)
Dyscalculia Screener (nferNelson) Dyscalculia Screener (nferNelson)
Brian Butterworth, University College London
www.mathematicalbrain.com
Computerised, for use in schools
Number stroop
Subitizing / Counting
Brian Butterworth, University College London
www.mathematicalbrain.com
Computerised, for use in schools
Number stroop
Subitizing / Counting Subitizing / Counting
Mental arithmetic
Administration time: 30 minutes
Advantages: Precise measures including reaction time,
standardised, fast
Disadvantages: Assumes dyscalculia caused by core
deficit in number sense
Subitizing / Counting
Mental arithmetic
Administration time: 30 minutes
Advantages: Precise measures including reaction time,
standardised, fast
Disadvantages: Assumes dyscalculia caused by core
deficit in number sense
Numerical cognition
Numerical cognition
Identification
Remediation
The future
Identification
Remediation
The future
Individual remediation Individual remediation
Focus on understanding (esp. quantity)
Drilling of facts only useful up to a point
Use concrete materials
Start at an easy level (success important!)
Focus on understanding (esp. quantity)
Drilling of facts only useful up to a point
Use concrete materials
Start at an easy level (success important!) Start at an easy level (success important!)
Provide lots of practice
Reduce need for memorisation
Ask a lot of questions to get the child
engaged and thinking
Make learning active and fun
Start at an easy level (success important!)
Provide lots of practice
Reduce need for memorisation
Ask a lot of questions to get the child
engaged and thinking
Make learning active and fun
How to help in the classroom How to help in the classroom
Give children their own set of work, at
their level
Allow extra time
Use written and verbal instructions and
Give children their own set of work, at
their level
Allow extra time
Use written and verbal instructions and Use written and verbal instructions and
questions
Extra scaffolding, especially for multi-step
procedures
Reduce opportunity for comparison with
peers
Use written and verbal instructions and
questions
Extra scaffolding, especially for multi-step
procedures
Reduce opportunity for comparison with
peers
What about subtypes? What about subtypes?
In the absence of a verdict from research a good
way to approach subtypes is by using a
componential analysis to plan remediation.
e.g. If child is good at multiplication but has trouble
In the absence of a verdict from research a good
way to approach subtypes is by using a
componential analysis to plan remediation.
e.g. If child is good at multiplication but has trouble e.g. If child is good at multiplication but has trouble
with number sense, focus on number sense!
If child has dyslexia and trouble with word
problems, focus on reading/interpreting.
Note that this necessitates a componential
assessment
e.g. If child is good at multiplication but has trouble
with number sense, focus on number sense!
If child has dyslexia and trouble with word
problems, focus on reading/interpreting.
Note that this necessitates a componential
assessment
Remediation workbooks Remediation workbooks
Dyscalculia Guidance by Brian Butterworth & Dorian Yeo. (2004).
The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths by Ronit Bird
(2007).
Dyscalculia: Action Plans for Successful Learning in Mathematics by Glynis
Hannell. (2005).
Dyslexia, Dyspraxia and Mathematics by Dorian Yeo. (2003).
Mathematics for dyslexics including dyscalculia by Steve Chinn and Richard
Ashcroft. (2007, 3rd Edn).
The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy
Difficulties by Steve Chinn. (2004).
Dyscalculia Guidance by Brian Butterworth & Dorian Yeo. (2004).
The Dyscalculia Toolkit: Supporting Learning Difficulties in Maths by Ronit Bird
(2007).
Dyscalculia: Action Plans for Successful Learning in Mathematics by Glynis
Hannell. (2005).
Dyslexia, Dyspraxia and Mathematics by Dorian Yeo. (2003).
Mathematics for dyslexics including dyscalculia by Steve Chinn and Richard
Ashcroft. (2007, 3rd Edn).
The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy
Difficulties by Steve Chinn. (2004).
Software Software
Bubble Reef
by ICDC
Bubble Reef
by ICDC
Number Shark
by White Space
Number Shark
by White Space
To Market, To Market
by Learning in Motion
To Market, To Market
by Learning in Motion
The Number Race
by myself and Stan
Dehaene
The Number Race
by myself and Stan
Dehaene
by ICDC by ICDC
Knowsley Woods
by ICDC
Knowsley Woods
by ICDC
The Number Race The Number Race
http://www.unicog.org/main/pages.php?page=NumberRace
Adaptive game to remediate/teach early number
sense
Non-profit model ("open source" = free to obtain,
http://www.unicog.org/main/pages.php?page=NumberRace
Adaptive game to remediate/teach early number
sense
Non-profit model ("open source" = free to obtain, Non-profit model ("open source" = free to obtain,
copy, distribute, modify)
Programmed by myself
Wilson et al. 2007a,b
Languages:
Non-profit model ("open source" = free to obtain,
copy, distribute, modify)
Programmed by myself
Wilson et al. 2007a,b
Languages:
Research based instructional principles Research based instructional principles
Enhance number sense
intensive number comparison (e.g. largest of 3, 9?)
speed deadline
link between number and space
Cement non-symbolic symbolic links
repeated association of non-symbolic & symbolic
numbers
Enhance number sense
intensive number comparison (e.g. largest of 3, 9?)
speed deadline
link between number and space
Cement non-symbolic symbolic links
repeated association of non-symbolic & symbolic
numbers numbers
encourage increasing reliance on symbols
Conceptualise and automatise arithmetic
concrete representations of operations
speed deadline
Maximize motivation
positive reinforcement
difficulty adaptation
entertaining format (game!)
numbers
encourage increasing reliance on symbols
Conceptualise and automatise arithmetic
concrete representations of operations
speed deadline
Maximize motivation
positive reinforcement
difficulty adaptation
entertaining format (game!)
Adaptive algorithm Adaptive algorithm
AI (artificial intelligence) module builds a model
of children's "knowledge space"
Presents problems on borders of knowledge (not
too easy, not too hard)
Tries to push these borders
AI (artificial intelligence) module builds a model
of children's "knowledge space"
Presents problems on borders of knowledge (not
too easy, not too hard)
0.8
1
General: can be
used for any task if learning
dimensions known
General: can be
used for any task if learning
dimensions known
0
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0.8
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0.2
0.4
0.6
0.8
1
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0.2
0.4
0.6
0.8
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speed
distance
Numerical cognition
Numerical cognition
Identification
Remediation
The future
Identification
Remediation
The future
Future goals Future goals
Identify children as young as possible and
provide preventative intervention
Why?
Brain more "plastic" at young age
Identify children as young as possible and
provide preventative intervention
Why?
Brain more "plastic" at young age Brain more "plastic" at young age
Maths is highly cumulative
Avoid negative experiences associated
with failure
Quicker and cheaper
Brain more "plastic" at young age
Maths is highly cumulative
Avoid negative experiences associated
with failure
Quicker and cheaper
Early identification Early identification
Currently can do behavioural screening, either
Non-symbolic in infancy
Symbolic in kindergarten
Can predict future performance from
behavioural measures in kindergarten
Currently can do behavioural screening, either
Non-symbolic in infancy
Symbolic in kindergarten
Can predict future performance from
behavioural measures in kindergarten behavioural measures in kindergarten
(e.g. Mazzocco & Thompson, 2005)
But still have many false positives
More work needed to develop measures
behavioural measures in kindergarten
(e.g. Mazzocco & Thompson, 2005)
But still have many false positives
More work needed to develop measures
Future goals Future goals
Identify genetic markers so we know which
kids are at risk.
Need to: find genes
Need dyscalculic families!
Identify genetic markers so we know which
kids are at risk.
Need to: find genes
Need dyscalculic families! Need dyscalculic families!
Identify neural markers.
Need to: develop inexpensive and quick
brain imaging techniques.
Need dyscalculic families!
Identify neural markers.
Need to: develop inexpensive and quick
brain imaging techniques.
A copy of this presentation A copy of this presentation
...Can be found on:
My website:
...Can be found on:
My website:
www.aboutdyscalculia.org www.aboutdyscalculia.org
(look under news)
Contact information:
anna.wilson@auckland.ac.nz
(look under news)
Contact information:
anna.wilson@auckland.ac.nz
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difficulties in 9- to 10-year old boys and girls. Journal of Child Psychology and Psychiatry, 35(2), 283-292.
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Dehaene, S., & Cohen, L. (1995). Towards an anatomical and functional model of number processing. Mathematical
Cognition, 1(1), 83-120.
Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive
Neuropsychology, 20, 487-506.
Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological and genetic components. Psychological
Bulletin, 114(2), 345-362.
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4-15.
Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical
disabilities. The Journal of special education, 33(1), 18.
Isaacs, E. B., Edmonds, C. J., Lucas, A., & Gadian, D. G. (2001). Calculation difficulties in children of very low
birthweight: A neural correlate. Brain, 124(9), 1701-1707.
Kucian, K., Loenneker, T., Dietrich, T., Dosch, M., Martin, E., & von Aster, M. (2006). Impaired neural networks for
approximate calculation in dyscalculic children: A functional mri study. Behavioral and Brain Functions, 2, 31.
Kosc, L. (1974). Developmental Dyscalculia. Journal of Learning Disabilities, 7(3), 164-177.
Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of
8-9-year-old students. Cognition, 93(2), 99-125.
Lewis, C., Hitch, G. J., & Walker, P. (1994). The prevalence of specific arithmetic difficulties and specific reading
difficulties in 9- to 10-year old boys and girls. Journal of Child Psychology and Psychiatry, 35(2), 283-292.
References cntd. References cntd.
Mazzocco, M. M. M., & Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning
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Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing
deficits of language-learning impaired children ameliorated by training. Science, 271(5245), 77-81.
Molko, N., Cachia, A., Riviere, D., Mangin, J. F., Bruandet, M., Le Bihan, D., et al. (2003). Functional and structural
alterations of the intraparietal sulcus in a developmental dyscalculia of genetic origin. Neuron, 40(4), 847-858.
Nieder, A., & Miller, E. K. (2004). A parieto-frontal network for visual numerical information in the monkey. PNAS,
101(19), 7457-7462.
Piazza, M., Izard, V., Pinel, P., Le Bihan, D., & Dehaene, S. (2004). Tuning curves for approximate numerosity in the
human intraparietal sulcus. Neuron, 44, 547-555.
Rotzer, S., Kucian, K., Martin, E., Aster, M. v., Klaver, P., & Loenneker, T. (2008). Optimized voxel-based morphometry
in children with developmental dyscalculia. NeuroImage, 39(1), 417-422.
Rousselle, L., & Noel, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A
comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.
Mazzocco, M. M. M., & Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning
Disabilities Research and Practice, 20(3), 142-155.
Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing
deficits of language-learning impaired children ameliorated by training. Science, 271(5245), 77-81.
Molko, N., Cachia, A., Riviere, D., Mangin, J. F., Bruandet, M., Le Bihan, D., et al. (2003). Functional and structural
alterations of the intraparietal sulcus in a developmental dyscalculia of genetic origin. Neuron, 40(4), 847-858.
Nieder, A., & Miller, E. K. (2004). A parieto-frontal network for visual numerical information in the monkey. PNAS,
101(19), 7457-7462.
Piazza, M., Izard, V., Pinel, P., Le Bihan, D., & Dehaene, S. (2004). Tuning curves for approximate numerosity in the
human intraparietal sulcus. Neuron, 44, 547-555.
Rotzer, S., Kucian, K., Martin, E., Aster, M. v., Klaver, P., & Loenneker, T. (2008). Optimized voxel-based morphometry
in children with developmental dyscalculia. NeuroImage, 39(1), 417-422.
Rousselle, L., & Noel, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A
comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395. comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.
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language-learning impaired children improved with acoustically modified speech. Science, 271(5245), 81-84.
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children with dyslexia ameliorated by behavioral remediation: Evidence from functional mri. Proc Natl Acad Sci U S
A, 100(5), 2860-2865.
Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. In D. Coch, G. Dawson & K.
Fischer (Eds.), Human behavior, learning and the developing brain: Atypical development. New York: Guilford Press.
Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D. (2006a). Principles underlying the design of
the number race, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions,
2(19).
Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., & Dehaene, S. (2006b). An open trial assessment of the number
race, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(20).
comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.
Rubinsten, O., & Henik, A. (2005). Automatic Activation of Internal Magnitudes: A Study of Developmental Dyscalculia.
Neuropsychology, 19(5), 641.
Shalev, R. S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatric Neurology, 24(5), 337-342.
Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75(2),
428-444.
Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., et al. (1996). Language comprehension in
language-learning impaired children improved with acoustically modified speech. Science, 271(5245), 81-84.
Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P., Merzenich, M. M., et al. (2003). Neural deficits in
children with dyslexia ameliorated by behavioral remediation: Evidence from functional mri. Proc Natl Acad Sci U S
A, 100(5), 2860-2865.
Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. In D. Coch, G. Dawson & K.
Fischer (Eds.), Human behavior, learning and the developing brain: Atypical development. New York: Guilford Press.
Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D. (2006a). Principles underlying the design of
the number race, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions,
2(19).
Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., & Dehaene, S. (2006b). An open trial assessment of the number
race, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(20).

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