Developmental Dyscalculia

Section 1 - Theoretical models for DD<br>1. Domain general and mathematical difficulties<br>2. 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 identification<br><br>Section 2 - DD and other cognitive domains <br>3. The role of language in developing mathematics and mathematical difficulties<br>4. The role of working memory in developmental dyscalculia<br>5. Developmental Dyscalculia and Math Anxiety<br><br>Section 3 - Educational implications and treatment <br>6. Helping students with mathematics difficulties to succeed in word problems; or: Promoting word problem-solving among students with mathematics difficulties<br>7. Educational needs of children with dyscalculia<br>8. Diagnosing and supporting children with difficulties in learning mathematics - a mathematics education perspective<br>9. Examining the performance of dyscalculic learners in a curriculum-based mathematics assessment <br><br>Section 4 - DD and inter and intra subjects&rsquo; variability<br>10. Intra and inter subject variability in mathematical learning difficulties<br>11. Profiles of developmental dyscalculia<br>12. Individual differences in arithmetic: implications for dyscalculia<br>13. Association between math and executive functions<br><br>Section 5 - Neural correlates of DD<br>14. How brain imaging findings may inform theoretical concepts of developmental dyscalculia<br>15. Cerebellum, mathematics and developmental dyscalculia<br>16. Behavioral genetics, molecular genetics and genetic syndromes<br>17. Dyscalculia and the brain 18. Neurobiological underpinnings of developmental dyscalculia