Dyscalculia: From Brain to Education

被引：386

作者：

Butterworth, Brian ^{[1
,2
,3
]}

Varma, Sashank ^{[4
]}

Laurillard, Diana ^{[5
,6
]}

机构：

[1] UCL, Ctr Educ Neurosci, London, England

[2] UCL, Inst Cognit Neurosci, London, England

[3] Univ Melbourne, Psychol Sci, Melbourne, Vic 3010, Australia

[4] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA

[5] Univ London, Inst Educ, Ctr Educ Neurosci, London WC1N 3QS, England

[6] Univ London, Inst Educ, London Knowledge Lab, London WC1N 3QS, England

来源：

SCIENCE | 2011年 / 332卷 / 6033期

关键词：

DEVELOPMENTAL DYSCALCULIA; INDIVIDUAL-DIFFERENCES; NUMERICAL CAPACITIES; NUMBER; CHILDREN; DYSLEXIA; REPRESENTATION; DISABILITIES; NEUROSCIENCE; MORPHOMETRY;

D O I：

10.1126/science.1201536

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

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.

引用

页码：1049 / 1053

页数：5

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