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This network will look at the cerebral structures engaged in mental arithmetic: understand how the child’s brain acquires arithmetic, evaluate the current teaching methods to learn the number systems, determine the interaction between mathematics and space, with consideration for the impact of cultural differences.
It will address the problem of maths disability (dyscalculia), its prevalence in the classroom, and whether it is a genetic brain disorder. As different types of dyscalculias exist for which the medical conditions differ, it will review current rehabilitation programmes in different countries and develop experimental remedial software games for children and adults which allow for the differentiation of dyscalculias. These will be available for free download from this web site.
A major goal for the Numeracy Network will be to review the existing and emerging literature in order to highlight consensus findings that might bear some relevance for educational theory, policy and practice. It will conduct in-depth reviews of the different ages at which critical changes occur, and look at the different stages leading to the child's realisation of multiple representations of numbers. It will look at mathematics problem solving in the higher grades, as this is necessarily expressed in language and also requires reading comprehension.
This network is co-ordinated with the OECD-CERI through INSERM with a core group of leading scientists who work together and also cross-fertilise with the Literacy and Lifelong Learning networks in order to disseminate their findings.
Who's Who in the Numeracy Network
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