Commentary on Early Identification and Intervention for Students With Mathematics Difficulties

Bryant, Diane Pedrotty

doi:10.1177/00222194050380041001

Cited by 25 publications

(7 citation statements)

References 28 publications

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“…So far studies on how finger counting habits interact with mathematics performance have mostly focused on children and adults without diagnosed disabilities. As we discussed earlier, children with mathematics learning difficulties have a harder time transitioning from finger counting to verbal counting and retrieval strategies (Bryant, 2005;Geary, 2004;Jordan & Hanich, 2000;Jordan et al, 2008) For example, patients diagnosed with autism (Gunter, Ghaziuddin, & Ellis, 2002), ADHD (Roessner, Banaschewski, Uebel, Becker, & Rothenberger, 2004), dyslexia (von Plessen et al, 2002), and developmental language disorder (Herbert et al, 2004) were found to have abnormalities in the size and function of their corpus callosum (the sets of nerve fibers connecting the left and right hemispheres; see van der Knaap & van der Ham, 2011 for a review) and lateralization patterns. It is possible that the abnormalities with corpus callosum, which affect interhemispheric communication, lead to differences in finger counting habits as well.…”

Section: What Can Finger Counting Habits Tell Us?mentioning

confidence: 78%

“…First, second, and third grade children with mathematics difficulties are more reliant on finger counting strategies, and they have a harder time transitioning from finger counting to verbal counting and retrieval strategies, which typically occurs towards the end of first grade and early second grade with children who are not identified with any impairments (Bryant, 2005;Geary, 2004;Jordan & Hanich, 2000;Jordan et al, 2008). In addition, mathematics learning disability seems to interact with reading disability; children with both types of disabilities (comorbid) show further problems in memorizing and retrieving arithmetic facts than children with only mathematics learning disability.…”

Section: Finger Counting and Mathematics Learning Difficultiesmentioning

confidence: 99%

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You can count on your fingers: The role of fingers in early mathematical development

2018

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Even though mathematics is considered one of the most abstract domains of human cognition, recent work on embodiment of mathematics has shown that we make sense of mathematical concepts by using insights and skills acquired through bodily activity. Fingers play a significant role in many of these bodily interactions. Finger-based interactions provide the preliminary access to foundational mathematical constructs, such as one-to-one correspondence and whole-part relations in early development. In addition, children across cultures use their fingers to count and do simple arithmetic. There is also some evidence for an association between children’s ability to individuate fingers (finger gnosis) and mathematics ability. Paralleling these behavioral findings, there is accumulating evidence for overlapping neural correlates and functional associations between fingers and number processing. In this paper, we synthesize mathematics education and neurocognitive research on the relevance of fingers for early mathematics development. We delve into issues such as how the early multimodal (tactile, motor, visuospatial) experiences with fingers might be the gateway for later numerical skills, how finger gnosis, finger counting habits, and numerical abilities are associated at the behavioral and neural levels, and implications for mathematics education. We argue that, taken together, the two bodies of research can better inform how different finger skills support the development of numerical competencies, and we provide a road map for future interdisciplinary research that can yield to development of diagnostic tools and interventions for preschool and primary grade classrooms.

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Section: What Can Finger Counting Habits Tell Us?mentioning

confidence: 78%

Section: Finger Counting and Mathematics Learning Difficultiesmentioning

confidence: 99%

You can count on your fingers: The role of fingers in early mathematical development

2018

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“…A principal area of consideration with respect to learning disabilities and mathematics is the divide between procedural and conceptual instructional practice and whether explicit inquiry-based instruction can and should be integrated for students with learning disabilities (Pedrotty-Bryant, 2005). Students with learning disabilities often have difficulty retaining facts (Geary, 1993), and so the instructional approach for these students tends toward memorization through repetition rather than the development of conceptual knowledge (Cawley & Parmar, 1992).…”

Section: Learning Disabilities and Mathematicsmentioning

confidence: 99%

<p>Supporting students with learning disabilities to explore linear relationships using online learning objects</p>

Beatty

Bruce

2012

pna

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The study of linear relationships is foundational for mathematics teaching and learning. However, students’ abilities to connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students’ understanding of the connections among representations. In this paper we report on the affordances of this dynamic mode of representation specifically for students with learning disabilities. We outline four results identified by teachers as they implemented the online lessons.Apoyo a estudiantes con problemas de aprendizaje para explorar relaciones lineales mediante el uso de objetos de aprendizaje en líneaEl estudio de las relaciones lineales es fundamental en la enseñanza y el aprendizaje de las matemáticas. Sin embargo, las habilidades de los estudiantes para conectar distintas representaciones de las relaciones lineales han demostrado ser un reto. Ante esto, hemos diseñado una secuencia de enseñanza basada en ordenadores para fomentar en los estudiantes la comprensión de las conexiones entre estas representaciones.Presentamos las potencialidades de este tipo de representación dinámica para estudiantes con dificultades de aprendizaje, destacando cuatro resultados identificados por maestros al implementar las lecciones en línea.Handle: http://hdl.handle.net/10481/21535

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“…In turn, the cognitive approach does not propose teaching methods but only assesses the cognitive functions that participate in or form the foundation of mathematics acquisition, such as attention, working memory, visual-spatial memory and executive functions (Bryant, 2005; Locuniak & Jordan, 2008; Mammarella et al, 2010; Schuchardt & Maehler, 2010). These functions are considered simultaneously predictors of the positive or negative acquisition of mathematics in primary school (Bull et al, 2008; LeFevre et al, 2010; Passolunghi et al, 2008).…”

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confidence: 99%

Analysis of mathematics teaching programmes at preschool age based on activity theory (Análisis de programas de enseñanza de las matemáticas en la edad preescolar desde la teoría de la actividad)

Solovieva

Baltazar-Ramos

Rojas

et al. 2022

Culture and Education

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The teaching of mathematics is a topic of concern in the fields of pedagogy, psychology and neuroscience. Many primary and secondary school students show little interest in studying mathematics, which is accompanied by poor marks, low school success rates and learning disabilities. It is possible to think that these difficulties are general throughout the population and not related only to pathological developmental conditions and disabilities. Within psychology, the cultural-historical approach and activity theory allow us to analyse and characterize the content of educational methods. This study analyses three proposals for teaching mathematics in the third year of preschool education in Mexico according to type of orientation, the concepts taught, the actions the teacher does with the students and the classroom communication. It discusses the need to reconsider the content of educational work in preschool institutions in order to guarantee children’s optimal level of preparation for the conceptual learning of mathematics in primary school.

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Commentary on Early Identification and Intervention for Students With Mathematics Difficulties

Cited by 25 publications

References 28 publications

You can count on your fingers: The role of fingers in early mathematical development

You can count on your fingers: The role of fingers in early mathematical development

<p>Supporting students with learning disabilities to explore linear relationships using online learning objects</p>

Analysis of mathematics teaching programmes at preschool age based on activity theory (Análisis de programas de enseñanza de las matemáticas en la edad preescolar desde la teoría de la actividad)

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