Developmental Dyscalculia

Dr. Yarden Gliksman is a faculty member in the Behavioral Sciences department at Ruppin Academic Center. She is a cognitive psychologist and an expert in learning disabilities. She has a strong background in basic and applied sciences, and over 15 years of hands-on experience in the fields of education, teacher training and learning disabilities diagnosis and interventions, specifically in the field of numerical cognition and developmental dyscalculia. She serves as an ad-hoc reviewer of peer-revied journals. Dr. Liane Kaufman is a senior scientist at the University of Innsbruck, Austria. She is a clinical psychologist with a specialization in clinical neuropsychology. She is editor-in-chief of the scientific journal “Lernen und Lernstörungen” / “Learning and Learning Disabilities” (German-language journal that also publishes English-language manuscripts) and an ad-hoc reviewer of peer-reviewed journals. The main research interests of Dr. Kaufmann are numerical cognition, and attentional and executive processes in healthy individuals and clinical populations. Dr. Avishai Henik is a Professor of Psychology at Ben-Gurion University of the Negev. He holds a consulting editorial position with several journals (e.g., Psychonomic Bulletin and Review, Journal of Experimental Psychology: General) and serves regularly as an ad-hoc reviewer for various journals in the field and for granting agencies. Dr. Henik has over 300 publications of which most are in peer-reviewed journals. He has edited or co-edited three books in the area of numerical cognition. A leader in the field, he was awarded a prestigious European Research Council (ERC) Advanced Researcher grant to continue his cutting-edge research on the contribution of non-countable dimensions to the development and understanding of numerical cognition.

• Section 1 - Theoretical models for DD1. Domain general and mathematical difficulties2. An operational definition of math learning disability and dyscalculia in the framework of the CHC model of cognitive abilities and the Concordance-Discordance Model of SLD identificationSection 2 - DD and other cognitive domains 3. The role of language in developing mathematics and mathematical difficulties4. The role of working memory in developmental dyscalculia5. Developmental Dyscalculia and Math AnxietySection 3 - Educational implications and treatment 6. Helping students with mathematics difficulties to succeed in word problems; or: Promoting word problem-solving among students with mathematics difficulties7. Educational needs of children with dyscalculia8. Diagnosing and supporting children with difficulties in learning mathematics - a mathematics education perspective9. Examining the performance of dyscalculic learners in a curriculum-based mathematics assessment Section 4 - DD and inter and intra subjects’ variability10. Intra and inter subject variability in mathematical learning difficulties11. Profiles of developmental dyscalculia12. Individual differences in arithmetic: implications for dyscalculia13. Association between math and executive functionsSection 5 - Neural correlates of DD14. How brain imaging findings may inform theoretical concepts of developmental dyscalculia15. Cerebellum, mathematics and developmental dyscalculia16. Behavioral genetics, molecular genetics and genetic syndromes17. Dyscalculia and the brain 18. Neurobiological underpinnings of developmental dyscalculia