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  Previous issue (2019. Vol. 8, no. 2)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: http://dx.doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Open Access Journal

 

Dyscalculia in children as a systemic problem of education 2597

Ermolova T.V., PhD in Psychology, head of the chair of foreign and Russian philology, Moscow State University of Psychology and Education, Moscow, Russia, yermolova@mail.ru
Ponomareva V.V., Head of the Library Department, Moscow State University of Psychology and Education, Moscow, Russia, vvp_mgppu@mail.ru
Florova N.B., PhD in Biology, Moscow, Russia, ninaflorova@yandex.ru
Abstract
This article analyzes the researches by a number of national and foreign scholars on the issue of dyscalculia. The review of the results obtained allows tracking the changes in the concept of dyscalculia, its diagnostic criteria and strategies for targeted intervention designed for children of pre-school and primary school age. The analyzed studies basically refer to the modern understanding of the basic properties of dyscalculia - heterogeneity and the background of its formation, neuroanatomical prerequisites and the risks of inadequate interpretation of empirical data. They also define the primary and secondary dyscalculia and give an idea of the range of educational technologies. The article outlines the features of foreign and national approach to this issue. It appears that the priority of the problem of dyscalculia remains underestimated in comparison to dyslexia and other systemic psycho-pedagogical problems of childhood

Keywords: dyscalculia, Dyslexia, school and pre-school age, ontogeny, optimization of learning, mathematical literacy

Column: Educational psychology

DOI: http://dx.doi.org/10.17759/jmfp.2016050301

For Reference

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