Brian Butterworth is Emeritus Professor of cognitive neuropsychology at the Institute of Cognitive Neuroscience at University College London, UK.

"Brian Butterworth has been a leading researcher in the field of dyscalculia for a number of years... Butterworth’s book contains a great deal of useful explanation of the different types of number sense which would be essential for anyone considering assessing for dyscalculia." - Janet Desmet MDG, Dyslexia Review"This book answers the question ‘Why?’, gives structure to ‘How do I help?’ and keeps the dyscalculic individual centre stage! Highly recommended." - June Boschen, nasen Connect"Butterworth wishes to see more training of professionals in this field, including educational psychologists. This would be a useful textbook for this purpose. Recommended for: specialist teachers and educational psychologists to expand knowledge of this topic." - John Wilkins, Educational Psychology in Practice

• Preface Chapter 1: What is dyscalculia? It’s not just being bad at maths Chapter 2: Number sense: our intuitive understanding of numbers Chapter 3: The arithmetic starter kit Chapter 4: Core deficit in the number module: the cognitive cause of dyscalculia Chapter 5: Development of arithmetic depends on domain-specific numerical competences Chapter 6: The dyscalculic brain Chapter 7: Heritability and the effects of brain damage on numerical abilities Chapter 8: Society, school, and home Chapter 9: Assessment: how to identify dyscalculic learners Chapter 10: Intervention for dyscalculic learners Chapter 11: Policy: what to do about dyscalculia locally and nationally

Brian Butterworth is Emeritus Professor of cognitive neuropsychology at the Institute of Cognitive Neuroscience at University College London, UK.

"Brian Butterworth has been a leading researcher in the field of dyscalculia for a number of years... Butterworth’s book contains a great deal of useful explanation of the different types of number sense which would be essential for anyone considering assessing for dyscalculia." - Janet Desmet MDG, Dyslexia Review"This book answers the question ‘Why?’, gives structure to ‘How do I help?’ and keeps the dyscalculic individual centre stage! Highly recommended." - June Boschen, nasen Connect"Butterworth wishes to see more training of professionals in this field, including educational psychologists. This would be a useful textbook for this purpose. Recommended for: specialist teachers and educational psychologists to expand knowledge of this topic." - John Wilkins, Educational Psychology in Practice

• Preface Chapter 1: What is dyscalculia? It’s not just being bad at maths Chapter 2: Number sense: our intuitive understanding of numbers Chapter 3: The arithmetic starter kit Chapter 4: Core deficit in the number module: the cognitive cause of dyscalculia Chapter 5: Development of arithmetic depends on domain-specific numerical competences Chapter 6: The dyscalculic brain Chapter 7: Heritability and the effects of brain damage on numerical abilities Chapter 8: Society, school, and home Chapter 9: Assessment: how to identify dyscalculic learners Chapter 10: Intervention for dyscalculic learners Chapter 11: Policy: what to do about dyscalculia locally and nationally