Reports
Aberrant functional activation in school age children at-risk for mathematical disability: A functional imaging study of simple arithmetic skill (NIH, 2009) [Nicole Davis, Christopher J. Cannistraci, Baxter P. Rogers, J. Christopher Gatenby, Lynn S. Fuchs, Adam W. Anderson, and John C. Gore] Vanderbilt University Kennedy Center for Research on Human Development]
What Works in Education: A service of the United States Department of Education that vettes claims against scientific evidence and reports on what works in education.
Applications and Misapplications of Cognitive Psychology to Mathematics Education [Herbert A. Simon, John R. Anderson, Lynne M. Reder] Carnegie Melon University.
Early Predictors of Mathematics Achievement and Mathematics Learning Difficulties
[Nancy C. Jordan, PhD ] University of Delaware (2010).
Number Line Estimation: The Use of Number Line Magnitude Estimation to Detect the Presence of Math Disability in Postsecondary Students [Steven A. McDonald, Doctoral Candidate] Liberty University (2010).
Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. [Karin Landerl, et al] University of Tuebingen, Germany. Journal of Experimental Child Psychology, Volume 103, Issue 3, July 2009. Dyslexia and dyscalculia have separable cognitive profiles, namely a phonological deficit in the case of dyslexia and a deficient number module in the case of dyscalculia. (2009).
Dyscalculia, Dyslexia, and Medical Students’ Needs for Learning and Using Statistics [Margaret MacDougall, BSc (Hons), PGCE, PhD, FRSS] University of Edinburgh Medical School. Med Educ Online [serial online] 2009;14:2 (2009).
Developmental Changes in Category-Specific Brain Responses to Numbers and Letters in a Working Memory Task. [Melissa Libertus, Elizabeth Brannon, Kevin Pelphery ] Duke University. Yale University. NeuroImage 44 (2009).
Numerical representation in the parietal lobes: Abstract or not abstract? [Roi Cohen Kadosh, Vincent Walsh] University College London, UK. BEHAVIORAL AND BRAIN SCIENCES (2009) 32, 313 –373.
Subitizing and Visual Counting in Children with Problems in Acquiring Basic Arithmetic Skills
[Burkhart Fischer, Dipl. Phys., Christine Gebhardt, Dipl. Phys., and Klaus Hartnegg, Dipl. Phys.]
Center of Neuroscience, Optomotor Laboratory, University of Freiburg-Freiburg, Germany (2008).
The Root Cause of Dyscalculia: Anomolies in the Right Parietal Lobe [Dr. Roi Cohen Kadosh] University College London, Institute of Cognitive Neuroscience (2007).
Principles underlying the design of “the number race”, an adaptive computer game for remediation of dyscalculia. [Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D.] Behavioral and Brain Functions, 2(19). (2006).
Impaired neural networks for approximate calculation in dyscalculic children: a functional MRI study
[Karin Kucian; Thomas Loenneker; Thomas Dietrich; Mengia Dosch; Ernst Martin; Michael von Aster] University Children's Hospital, Zurich, Switzerland (2006).
Number Sense and Developmental Dyscalculia [Anna J. Wilson and Stanislas Dehaene]
INSERM-CEA Unit 562 « Cognitive Neuroimaging » Service Hospitalier. Orsay, Franc (2006).
The Development of Arithmetical Abilities [Brian Butterworth] (2005).
‘I am really not alone in this anxiety’: Bibliotherapy and Pre-service Primary Teachers’ Self-image as Mathematicians [Sue Wilson, Australian Catholic University; Steve Thornton, University of Canberra]
Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students.
[Karin Landerl, Anna Bevan, Brian Butterworth] (2004).
Dyslexia & Dyscalculia [Parliamentary Office of Science and Technology, London, UK] (2004).
Dyscalculia: A unifying concept in understanding mathematics learning disabilities
[Dr. John Munro, Head of Centre for Exceptional Learning & Gifted Education Dept. of Learning & Educational Development] University of Melbourn (2003).
Developmental Dyscalculia. [Brian Butterworth] Ch. 26 of the Handbook of Mathematical Cognition.
Dyscalculia Screener Manual. [Brian Butterworth]
Specific Impairments in Cognitive Development: A Dynamical Systems Approach
[Frank D. Baughman; Michael S. C. Thomas] School of Psychology, Birkbeck, University of London