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The Neuropsychology of Mathematics: Diagnosis and Intervention

By: Steven G. Feifer, D.Ed., NCSP, ABSNP

This workshop will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as the central role of language to expand upon conceptually ordered number sets. In addition, cultural stereotypes regarding gender differences in mathematics will be explored, as well as the relationship between anxiety and mathematical performance during classroom learning situations. Two critical constructs often overlooked; namely working memory and executive functioning, will also be featured. The expected learner outcomes will be to introduce more efficient ways to diagnose and remediate math disorders in children. The following objectives will be covered:

  1. Discuss the international trends in mathematics, and reasons why the United States lags behind many industrialized nations in math and science.
  2. Introduce a brain-based educational model of math by identifying three basic
    neural codes which format numbers in the brain.
  3. Explore the role of three primary neurocognitive processes: working memory,
    visual-spatial functioning, and executive functioning, with respect to math problem
    solving ability.
  4. Explore the role of anxiety as it relates to gender differences in math aptitude.
  5. Introduce the 90-minute assessment model of mathematics and interventions

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Neuropsychology of Mathematics Disorders: From Assessment to Intervention