Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3JAOTG07727; Tue, 19 Apr 2005 06:24:30 -0400 (EDT) Date: Tue, 19 Apr 2005 06:24:30 -0400 (EDT) Message-Id: <20050419102250.11DFB2268A@webmail218.herald.ox.ac.uk> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Ann Dowker <ann.dowker@psy.ox.ac.uk> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4718] Re: Fwd: [NIFL-LD4714] Re:Expanding Discussion on X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: MIME-tools 5.411 (Entity 5.404) Content-Transfer-Encoding: binary Content-Type: text/plain Status: O Content-Length: 1011 Lines: 18('binary' encoding is not supported, stored as-is) I do research on mathematical cognition and mathematical difficulties, and have developed an intervention program for children with numeracy difficulties. Although most of my work is with children, I have also done some work on mathematical difficulties in adults, and the misconceptions that can persist from childhood and interfere with mathematical tasks at a much later stage. I worked with one dyscalculic adult, whose problems were aggravated by misconceptions persisting from a very early stage: e.g. she thought that one cannot add a larger number to a smaller number, and did not understand the meaning of adding or subtracting zero to a number. After some work on these concepts, as well as a lot of practice of arithmetical tasks, her performance improved very considerably. This is certainly an area in which I am planning to do more work, especially as many university students are held back by mathematical anxieties. I'm finding other people's comments on the topic very interesting! Ann
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:49 EST