New Theory Debunks Consensus that Math Abilities are Innate #dyscalculia

Submitted by Judy Hanning on Wed, 2016-12-28 16:13

A new math theory suggests that math is not innate. A group of researchers from Ben-Gurion University of the Negev believe that sense of magnitude plays a major role in a person’s ability to learn math. They also believe that number sense and continuous magnitude are beneficial to math users.

The most widely accepted theory today suggests people are born with a “sense of numbers,” an innate ability to recognize different quantities, like the number of items in a shopping cart, and that this ability improves with age.
~ American Associates, Ben-Gurion University of the Negev

New research suggests that sense of magnitude is important for learning math.

Understanding how a brain processes math can help teachers immensely. The can begin teaching math in a more entertaining and exciting manner for the student who has anxiety over the subject. In addition, it would also help increase the number of early identifications of various learning challenges, such as dyscalculia.

Key Takeaways:

1
A new theory regarding how the brain first learns basic math could alter approaches to identifying and teaching students with math learning disabilities.
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The most widely accepted theory today suggests people are born with a “sense of numbers,” an innate ability to recognize different quantities, like the number of items in a shopping cart, and that this ability improves with age.
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The study challenges the prevalent “sense of numbers” theory.
Read the full article here:
http://thescienceexplorer.com/brain-and-body/new-theory-debunks-consensus-math-abilities-are-innate