000			01625cam a22003138i 4500
001			4179
003			MEMOS
005			20240731094045.0
008			180920s2019 enk b 000 0 eng
010			_a 2018033493
020			_z9781315538112 (ebk)
040			_aDLC _beng _erda _cDLC _dMEMOS
042			_apcc
082	0	0	_a618.92/85 _223 _bB988
100	1		_aButterworth, Brian, _eauthor.
245	1	0	_aDyscalculia : _bfrom science to education / _cBrian Butterworth.
263			_a1812
264		1	_aAbingdon, Oxon ; _aNew York, NY : _bRoutledge, _c2019.
300			_apages cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references.
505	0		_aWhat is dyscalculia? : it's not just being bad at maths -- Number sense : our intuitive understanding of numbers -- The arithmetic starter kit -- Core deficit in the number module : the cognitive cause of dyscalculia -- Development of arithmetic depends on domain-specific numerical competences -- The dyscalculic brain -- Heritability and the effects of brain damage on numerical abilities -- Society, school, and home -- Assessment : how to identify dyscalculic learners -- Intervention for dyscalculic learners -- Policy : what to do about dyscalculia locally and nationally.
650		0	_aAcalculia in children.
776	0	8	_iOnline version: _aButterworth, Brian, author. _tDyscalculia _dAbingdon, Oxon ; New York, NY : Routledge, 2019 _z9781315538112 _w(DLC) 2018046254
906			_a2022-905 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK _n0
999			_c2185 _d2185