Published August 28, 2012
Reference - 368 Pages
ISBN 9780415655125 - CAT# Y144143
Published October 6, 2005
Reference - 368 Pages
ISBN 9781841692357 - CAT# RU2352X
For Instructors Request Inspection Copy
Standards in numeracy are a constant concern to educational policy-makers. However, why are differences in arithmetical performance so marked? In Individual Differences in Arithmetic, Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy difficulties.
This book reviews existing research by the author and by others on the subject of arithmetical ability and presents strong evidence to support a componential view of arithmetic. Focusing primarily on children, but including discussion of arithmetical cognition in healthy adults and neuropsychological patients, each of the central components of arithmetic is covered. Within this volume, findings from developmental, educational, cognitive and neuropsychological studies are integrated in a unique approach. This book covers subjects such as:
The educational implications of these findings are discussed in detail, revealing original insights that will be of great interest to those studying or researching in the areas of education, neuroscience and developmental and cognitive psychology.
Introduction. Children, Adults; Males, Females: Weaknesses and Talents. There is No Such Thing as Arithmetic Ability - Only Arithmetical Abilities. Relationships Between Arithmetic and Other Abilities. Counting and After: The Importance of Individual Differences. Is Arithmetic a Foreign Language? Representing Numbers and Arithmetic Problems in Differnt Forms and Translating Between Them. Derived Fact Strategies. A Good Guess: Estimation and Individual Differences. Arithmetic Facts, Procedures and Different Forms of Memory. Effects of Culture, Language and Experience. The Brain and Individual Differences in Arithmetic. "Maths Doesn't Like me Anymore": The Role of Attitudes and Emotions. Implications for Helping Children with Their Arithmetical Difficulties. Conclusions.