Brian Butterworth – författare

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In this new edition of his best-selling text, Brian Butterworth explains the very latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties.This new edition includes a review of the new evidence for effective intervention, examines new research on the role of memory, intelligence, and how they interact with the core deficit. With new chapters on number sense, the arithmetical brain, governmental changes around the world, and evaluations of new interventions, this invaluable text is fully supported with a wide selection of online useful resources and courses. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words, and digits. It shows that science has clear and specific implications both for assessment and intervention.A landmark publication for the dyscalculia community, this second edition of Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents, and sufferers, as well as for university courses that include specific learning disabilities.

In this new edition of his best-selling text, Brian Butterworth explains the very latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties.This new edition includes a review of the new evidence for effective intervention, examines new research on the role of memory, intelligence, and how they interact with the core deficit. With new chapters on number sense, the arithmetical brain, governmental changes around the world, and evaluations of new interventions, this invaluable text is fully supported with a wide selection of online useful resources and courses. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words, and digits. It shows that science has clear and specific implications both for assessment and intervention.A landmark publication for the dyscalculia community, this second edition of Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents, and sufferers, as well as for university courses that include specific learning disabilities.

Educational Neuroscience presents a series of readings from educators, psychologists, and neuroscientists that explore the latest findings in developmental cognitive neurosciences and their potential applications to education. Represents a new research area with direct relevance to current educational practices and policy makingFeatures individual chapters written collaboratively by educationalist, psychologists, and neuroscientists to ensure maximum clarity and relevance to a broad range of readersEdited by a trio of leading academics with extensive experience in the field

Educational Neuroscience presents a series of readings from educators, psychologists, and neuroscientists that explore the latest findings in developmental cognitive neurosciences and their potential applications to education. Represents a new research area with direct relevance to current educational practices and policy makingFeatures individual chapters written collaboratively by educationalist, psychologists, and neuroscientists to ensure maximum clarity and relevance to a broad range of readersEdited by a trio of leading academics with extensive experience in the field

Dyscalculia is caused by developmental differences in the structures and patterns of activation in the brain. Affected learners require timely and tailored interventions, informed and shaped by neurological findings.In this ground-breaking text, Professor Butterworth explains the latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words and digits. It shows that science has clear and specific implications both for assessment and intervention. A landmark publication for the dyscalculia community, Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents and sufferers, as well as for university courses that include specific learning disabilities.

Dyscalculia is caused by developmental differences in the structures and patterns of activation in the brain. Affected learners require timely and tailored interventions, informed and shaped by neurological findings.In this ground-breaking text, Professor Butterworth explains the latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words and digits. It shows that science has clear and specific implications both for assessment and intervention. A landmark publication for the dyscalculia community, Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents and sufferers, as well as for university courses that include specific learning disabilities.

'What I like best about this fascinating book is the detail. Brian Butterworth doesn't just tell us stories of animals with numerical abilities: he tells us about the underlying science. Elegantly written and a joy to read' - Professor Ian Stewart, author of What's the Use? and Taming the Infinite'Full of thought-provoking studies and animal observations' - Booklist'Enlightening and entertaining' - Publishers WeeklyThe Hidden Genius of Animals: Every pet owner thinks their own dog, cat, fish or hamster is a genius. What makes CAN FISH COUNT? so exciting is the way it unveils just how widespread intelligence is in nature. Pioneering psychologist Brian Butterworth describes the extraordinary numerical feats of all manner of species ranging from primates and mammals to birds, reptiles, fish and insects. Whether it's lions deciding to fight or flee, frogs competing for mates, bees navigating their way to food sources, fish assessing which shoal to join, or jackdaws counting friends when joining a mob - every species shares an ability to count.Homo Sapiens may think maths is our exclusive domain, but this book shows that every creature shares a deep-seated Darwinian ability to understand the intrinsic language of our universe: mathematics CAN FISH COUNT? is that special sort of science book - a global authority in his field writing an anecdotally-rich and revelatory narrative which changes the way you perceive something we take for granted.

'What I like best about this fascinating book is the detail. Brian Butterworth doesn't just tell us stories of animals with numerical abilities: he tells us about the underlying science. Elegantly written and a joy to read' - Professor Ian Stewart, author of What's the Use? and Taming the Infinite'Full of thought-provoking studies and animal observations' - Booklist'Enlightening and entertaining' - Publishers WeeklyThe Hidden Genius of Animals: Every pet owner thinks their own dog, cat, fish or hamster is a genius. What makes CAN FISH COUNT? so exciting is the way it unveils just how widespread intelligence is in nature. Pioneering psychologist Brian Butterworth describes the extraordinary numerical feats of all manner of species ranging from primates and mammals to birds, reptiles, fish and insects. Whether it's lions deciding to fight or flee, frogs competing for mates, bees navigating their way to food sources, fish assessing which shoal to join, or jackdaws counting friends when joining a mob - every species shares an ability to count.Homo Sapiens may think maths is our exclusive domain, but this book shows that every creature shares a deep-seated Darwinian ability to understand the intrinsic language of our universe: mathematics CAN FISH COUNT? is that special sort of science book - a global authority in his field writing an anecdotally-rich and revelatory narrative which changes the way you perceive something we take for granted.