Reasoning skills and reasoning strategies in developmental dyscalculia

Educational neuroscience is an interdisciplinary field, informed by educational theory and neuroscience.
Educational neuroscientists employ electrophysiological and brain imaging techniques to test educationally relevant hypotheses about cognitive development, learning, and motivation. One of the main aims of this project is to investigate the reasoning skills, and reasoning styles of children with dyscalculia. This is done by administering reasoning problems, together with various measures of cognitive ability, cognitive control, and mathematical and verbal skills to children with dyscalculia and typically developing children. By comparing the two groups, the researchers aim to identify the typical strengths and weaknesses, as well as the preferred reasoning styles of children within each group.
Developmental dyscalculia affects about 6 per cent of schoolchildren. Despite its great impact on educational success, everyday life, and employment, it is a much less well-researched disorder than dyslexia.
This study opens up a completely new avenue of research, and it is expected to make very important contributions to the understanding of dyscalculia. The findings will be disseminated through journal papers and conference presentations.