Major conflicts were identified between research communities, particularly regarding the definition of dyscalculia as a heterogeneous or homogeneous disability. FMRI has identified increased brain activation patterns in children's frontal lobes, indicating strong demands on compensatory cognitive processing mechanisms. Cognitive neuroscientific research indicated that children with dyscalculia show deficits in numerical processing. Seventeen articles were identified, including four review articles and 13 research articles utilizing brain-imaging technology. To identify relevant texts, I used the internet search engines Web of Science, PubMed, ERIC and PsycNET to search for keywords related to dyscalculia and cognitive neuroscience. Systematic reviews are a type of document analysis that utilize strict inclusion and exclusion criteria and systematic methods to identify and analyze texts. In order to investigate this, I conducted a a systematic literature review. In this thesis, I investigate what current cognitive neuroscientific research has to say about dyscalculia, and how interventions may affect how children with dyscalculia learn. Research on dyscalculia lags behind dyslexia, but recently, the field of cognitive neuroscience has shown interest in this mathematical learning disorder. Dyscalculia is a specific mathematical learning disorder affecting the individual's ability to learn and process numerical information, which leads to severe difficulties in learning mathematics. Poor numeracy skills severely impact all aspects of a person's life, including financial planning, time management, work opportunities-even cooking for one's family. Mathematical skills are essential for a person's development, their ability to function and make daily decisions. Our aim is to direct attention to the need for new kinds of neurocognitive research, not to reject it altogether. We suggest that the concept of 'student alienation' must be radically reconfigured in contemporary contexts in order to address the biopolitics of current education research. We discuss current research on dyscalculia in mathematics education, and situate this work in relation to literature in critical dis/ability studies and inclusive materialism. An emphasis on cardinality effectively reduces the time-value of students' cognitive labour, produces new kinds of dis/abled bodies, and recruits new kinds of value from those bodies. We show how this research deploys a particular image of number that stresses cardinality rather than ordinality. Neurocognitive research is redefining mathematical proficiency and student agency in terms of the activation of "neuronal populations". In this paper we discuss neurocognitive research into number sense to show how it reconfigures the cognitive labour of the mathematics student. Among his other books are the award-winning The Trouble with Maths (now in its second edition, 2011) and More Trouble with Maths (2012), both published by Routledge. He has delivered training courses for teachers, psychologists, parents and support assistants in over thirty countries. Steve Chinn is an independent consultant, researcher and writer who presents papers and contributes to conferences worldwide. It is an incredibly important contribution to the study of dyscalculia and mathematical difficulties in children and young adults. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties is the authoritative volume, and essential reading, for academics in the field of mathematics. Mathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile.
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