Numerical cognition: From development to intervention

Orly Rubinsten

doi:10.1007/978-94-007-4086-0_11

Numerical cognition: From development to intervention

Orly Rubinsten

Department of Learning Disabilities

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The field of numerical cognition has seen an upsurge of research in the last two decades. Such research furnished the scientific community with knowledge about the basis of numerical abilities and the brain mechanisms involved. Nevertheless, it has little influence on math education. Also, treatment and remediation of cases of math learning disabilities have not been well established. This is due, in part, to the lack or rather scant connections between cognitive neuroscientists and educators and in part to the difficulty in translating cognitive neuroscience knowledge into methods and tools to be used in daily educational and remedial practice. The current part of the book is aimed at (a) describing the neurocognitive characteristics of typical and atypical development of numerical abilities, and (b) translating this knowledge to educational issues and remediation of atypical developing children.

Original language	English
Title of host publication	Reading, Writing, Mathematics and the Developing Brain
Subtitle of host publication	Listening to Many Voices
Publisher	Springer Netherlands
Pages	191-194
Number of pages	4
ISBN (Electronic)	9789400740860
ISBN (Print)	9789400740853
DOIs	https://doi.org/10.1007/978-94-007-4086-0_11
State	Published - 1 Jan 2012

Bibliographical note

Publisher Copyright:
© Springer Science+Business Media B.V. 2012.

ASJC Scopus subject areas

General Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-94-007-4086-0_11

Cite this

@inbook{ae0baffc497e4307945898760616f79d,

title = "Numerical cognition: From development to intervention",

abstract = "The field of numerical cognition has seen an upsurge of research in the last two decades. Such research furnished the scientific community with knowledge about the basis of numerical abilities and the brain mechanisms involved. Nevertheless, it has little influence on math education. Also, treatment and remediation of cases of math learning disabilities have not been well established. This is due, in part, to the lack or rather scant connections between cognitive neuroscientists and educators and in part to the difficulty in translating cognitive neuroscience knowledge into methods and tools to be used in daily educational and remedial practice. The current part of the book is aimed at (a) describing the neurocognitive characteristics of typical and atypical development of numerical abilities, and (b) translating this knowledge to educational issues and remediation of atypical developing children.",

author = "Orly Rubinsten",

note = "Publisher Copyright: {\textcopyright} Springer Science+Business Media B.V. 2012.",

year = "2012",

month = jan,

day = "1",

doi = "10.1007/978-94-007-4086-0_11",

language = "English",

isbn = "9789400740853",

pages = "191--194",

booktitle = "Reading, Writing, Mathematics and the Developing Brain",

publisher = "Springer Netherlands",

address = "Netherlands",

}

TY - CHAP

T1 - Numerical cognition

T2 - From development to intervention

AU - Rubinsten, Orly

PY - 2012/1/1

Y1 - 2012/1/1

N2 - The field of numerical cognition has seen an upsurge of research in the last two decades. Such research furnished the scientific community with knowledge about the basis of numerical abilities and the brain mechanisms involved. Nevertheless, it has little influence on math education. Also, treatment and remediation of cases of math learning disabilities have not been well established. This is due, in part, to the lack or rather scant connections between cognitive neuroscientists and educators and in part to the difficulty in translating cognitive neuroscience knowledge into methods and tools to be used in daily educational and remedial practice. The current part of the book is aimed at (a) describing the neurocognitive characteristics of typical and atypical development of numerical abilities, and (b) translating this knowledge to educational issues and remediation of atypical developing children.

AB - The field of numerical cognition has seen an upsurge of research in the last two decades. Such research furnished the scientific community with knowledge about the basis of numerical abilities and the brain mechanisms involved. Nevertheless, it has little influence on math education. Also, treatment and remediation of cases of math learning disabilities have not been well established. This is due, in part, to the lack or rather scant connections between cognitive neuroscientists and educators and in part to the difficulty in translating cognitive neuroscience knowledge into methods and tools to be used in daily educational and remedial practice. The current part of the book is aimed at (a) describing the neurocognitive characteristics of typical and atypical development of numerical abilities, and (b) translating this knowledge to educational issues and remediation of atypical developing children.

UR - http://www.scopus.com/inward/record.url?scp=85031407376&partnerID=8YFLogxK

U2 - 10.1007/978-94-007-4086-0_11

DO - 10.1007/978-94-007-4086-0_11

M3 - Chapter

AN - SCOPUS:85031407376

SN - 9789400740853

SP - 191

EP - 194

BT - Reading, Writing, Mathematics and the Developing Brain

PB - Springer Netherlands

ER -

Numerical cognition: From development to intervention

Abstract

Bibliographical note

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this