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      Dyscalculia: From Brain to Education

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      Journal: Science
      Publisher: American Association for the Advancement of Science (AAAS)

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          Abstract

          Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated in structural and functional neuroimaging studies of adults and children, and neural markers of its impairment in dyscalculia have been identified. New interventions to strengthen numerosity processing, including adaptive software, promise effective evidence-based education for dyscalculic learners.

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          Core systems of number.

          Lisa Feigenson, Stanislas Dehaene, Elizabeth S. Spelke (2004)
          What representations underlie the ability to think and reason about number? Whereas certain numerical concepts, such as the real numbers, are only ever represented by a subset of human adults, other numerical abilities are widespread and can be observed in adults, infants and other animal species. We review recent behavioral and neuropsychological evidence that these ontogenetically and phylogenetically shared abilities rest on two core systems for representing number. Performance signatures common across development and across species implicate one system for representing large, approximate numerical magnitudes, and a second system for the precise representation of small numbers of individual objects. These systems account for our basic numerical intuitions, and serve as the foundation for the more sophisticated numerical concepts that are uniquely human.
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            Three parietal circuits for number processing.

            Stanislas Dehaene, Manuela Piazza, Philippe Pinel … (2010)
            Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific representation of quantities, it is also engaged in verbal, spatial, and attentional functions that may contribute to calculation. To clarify the organisation of number-related processes in the parietal lobe, we examine the three-dimensional intersection of fMRI activations during various numerical tasks, and also review the corresponding neuropsychological evidence. On this basis, we propose a tentative tripartite organisation. The horizontal segment of the intraparietal sulcus (HIPS) appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing. Depending on task demands, we speculate that this core quantity system, analogous to an internal "number line," can be supplemented by two other circuits. A left angular gyrus area, in connection with other left-hemispheric perisylvian areas, supports the manipulation of numbers in verbal form. Finally, a bilateral posterior superior parietal system supports attentional orientation on the mental number line, just like on any other spatial dimension.
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              Individual differences in non-verbal number acuity correlate with maths achievement.

              Justin Halberda, Michèle M. M. Mazzocco, Lisa Feigenson (2008)
              Human mathematical competence emerges from two representational systems. Competence in some domains of mathematics, such as calculus, relies on symbolic representations that are unique to humans who have undergone explicit teaching. More basic numerical intuitions are supported by an evolutionarily ancient approximate number system that is shared by adults, infants and non-human animals-these groups can all represent the approximate number of items in visual or auditory arrays without verbally counting, and use this capacity to guide everyday behaviour such as foraging. Despite the widespread nature of the approximate number system both across species and across development, it is not known whether some individuals have a more precise non-verbal 'number sense' than others. Furthermore, the extent to which this system interfaces with the formal, symbolic maths abilities that humans acquire by explicit instruction remains unknown. Here we show that there are large individual differences in the non-verbal approximation abilities of 14-year-old children, and that these individual differences in the present correlate with children's past scores on standardized maths achievement tests, extending all the way back to kindergarten. Moreover, this correlation remains significant when controlling for individual differences in other cognitive and performance factors. Our results show that individual differences in achievement in school mathematics are related to individual differences in the acuity of an evolutionarily ancient, unlearned approximate number sense. Further research will determine whether early differences in number sense acuity affect later maths learning, whether maths education enhances number sense acuity, and the extent to which tertiary factors can affect both.
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                Author and article information

                Journal
                Title: Science
                Abbreviated Title: Science
                Publisher: American Association for the Advancement of Science (AAAS)
                ISSN (Print): 0036-8075
                ISSN (Electronic): 1095-9203
                Publication date Created: May 26 2011
                Publication date Created: May 27 2011
                Publication date (Electronic): May 26 2011
                Publication date (Print): May 27 2011
                Volume: 332
                Issue: 6033
                Pages: 1049-1053
                Article
                DOI: 10.1126/science.1201536
                PubMed ID: 21617068
                SO-VID: 2a6e7c83-8267-4e2a-be04-fedef25aa66c
                Copyright © © 2011
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