Final Flashcards
Quantity-Symbol (Number) Relationships - connecting numbers with symbols –
super marginal gyrus (left hemi)
Spatial Processing (Multi-step Problems) –
right hemi
Sequential/Working Memory –
frontal and dorsal lateral, brocas
Visual-Spatial-Motor Integration graphomotor –
compute (doral stream) get it automatic (ventral stream, needed for quick recall)
Semantics (meaning )
left central
syntax (order)
more frontal
All Computation Components
(MORE Executive) – brain boss (executive function)
Auditory – verbal =
predicts visual- motor
visual - motor =
predicts **auditory - verbal **
Math disability Fluid (quantitative)-
right hemi (front)
Mild Executive/Working Memory –
Frontal
Numeric – quantitative knowledge –
left hemi (parietal)
Dyscalculia-Gerstmann Syndrome -
left hemi (parietal)
Math knowledge
LEFT temporal
Supermarginal gyrus next to angular gyrus
= number quantity association
Writing #
(exners area)
Being able to recognize the difference between the # 3 & 8
numeric orthographic
9 x 3 =
Left temporal lobe math knowledge
associate # with quantity
supermarginal gyrus
Math Facts
Ventral stream
working on a problem
Dorsal stream
Writing backwards
Left
messy writing
right
Exners area is important for …
writing things (important for written expression)
handwriting
Primary motor
Intraparietal sulcus (IPS)
activation in calculation tasks (images are controls)
“Zones of Overlapping” important for…
sound-symbol association (decoding), number-quantity association (math computation), and language comprehension (receptive aphasia – WERNICKES AREA)
Kid with problem in Receptive lang can have…
problems in math as well.
COMPLEXITY INCREASES
FRONTAL BRAIN ACTIVITY (executive functions)
Simple problems
Back of brain
Math reasoning (word problems)
Language, fluid and executive functioning (working memory)
Issue: Quantity-Symbol (Number) Relationships (Coding?)
Intervention: Manipulative’s and conservation tasks for concrete-abstract number association. GOT TO MAKE ASSOCIATION between number and quantity
Issue: Spatial Processing (Gv-Multi-step Problems)
Intervention - Graph paper or self-line drawing for columns (keeping numbers in the boxes, helps with writing and lining up numbers). Ask kids to draw stright line for number on paper down, keeps work aligned
Issue: Sequential/Working Memory (Gsm-WM)
Intervention: Metacognitive including checklist; arrow templates in multi-step problems; rehearsal. CHECKLIST (what do you do first in problem ect.) ARROWS show which way to go, helps with carrying and borrowing ect.
Issue:Visual-Spatial-Motor Integration (Gs, Gv-graphomotor)
Intervention:OT (occupational therapy ; graphomotor, tactile, spatial, or integration
Issue: Computation (Gsm-WM, Gf, EF) vs. Math Fact Automaticity (Gc, Gs)
Intervention:Metacognition, self-talk, checklists, flashcards, repetition, retrieval strategies, cued recall. FLASHCARDS good for automaticity.
Issue: Auditory Processing & Receptive Language (Gc)
Intervention: Speech/language service; receptive language; semantic mapping (having the kid map the relationship of the items in the problem). Show relationship among words
Issue: Semantics and Syntax (Gc)
Intervention: Sentence task analysis; semantics/syntax relationships
Issue: Word-Number Association (Gc)
Intervention :Identify quantity/operand words in text (And, add, subtract ect)
Issue: Working Memory (Gsm-WM)
Intervention:Metacognitive strategies; mnemonics (first letters of words that help remember), paired associates (words related to each other), chunking (what words go together), rehearsal (repeat to keep in working memory)
Issue: Novel Problem-Solving (Gf or Gq - Quantitative Reasoning)
Intervention:Improve executive, external cues, brainstorming, deductive/inductive thought, estimation, self-monitoring/evaluation. LOOK for clues, estimating.
