Download - Dr. Daniel Ansari's Presentation (pdf)
![Page 1: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/1.jpg)
Building blocks of mathematical competence: evidence from brain & behaviour
Daniel AnsariNumerical Cognition Laboratory
Department of Psychology & Brain and Mind InstituteUniversity of Western Ontario
Neuroplasticity & Education: Strengthening the Connection, Vancouver, October 23rd 2015
![Page 2: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/2.jpg)
![Page 3: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/3.jpg)
How important is numeracy?
• Low numeracy associated with unemployment, physical illness, depression & incarceration (Bynner & Parsons 2005)
• Improvements in mathematical competence are related to economic growth (OECD, 2010)
• Low$numeracy$costs$UK$Government$~$£2.4$Billion$per$year$(KPMG$Report)$
• Ability of patients & health professionals to use health-care information - Health Numeracy (Golbeck et al., 2005)
![Page 4: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/4.jpg)
How important are early numerical skills?
![Page 5: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/5.jpg)
![Page 6: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/6.jpg)
School entry skills predicting later math
![Page 7: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/7.jpg)
School entry skills predicting later reading
![Page 8: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/8.jpg)
Implication: Spending time on
numeracy early may have benefits later not only for math but also reading achievement
![Page 9: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/9.jpg)
So what should time be spent on?
![Page 10: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/10.jpg)
Conceptualization of learning math
![Page 11: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/11.jpg)
Arithmetic is not the starting point of math
learning
![Page 12: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/12.jpg)
Foundational competencies
• What are the early foundations?
• What is scaffolding in early development?
![Page 13: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/13.jpg)
Foundational competencies
• Analogy: phonological awareness
• Awareness that language decomposes into units of sounds
• Foundational competence
• Readiness skill
![Page 14: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/14.jpg)
Foundational competencies
![Page 15: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/15.jpg)
So what do we know about the foundational
competencies underlying math
![Page 16: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/16.jpg)
Infants have a sense of quantity
![Page 17: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/17.jpg)
![Page 18: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/18.jpg)
![Page 19: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/19.jpg)
![Page 20: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/20.jpg)
![Page 21: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/21.jpg)
![Page 22: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/22.jpg)
Infants have a sense of quantity
8 vs 16
8 vs 12
X
e.g. Xu & Spelke (2000)
8 vs 16
8 vs 12
X
![Page 23: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/23.jpg)
We share a sense of quantity with other
animals
![Page 24: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/24.jpg)
Animal Number
Cantlon & Brannon (2005)
![Page 25: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/25.jpg)
A brain system for numerosity
Libertus & Brannon (2009)
![Page 26: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/26.jpg)
We are born with a sense of non-symbolic quantity that we share
with other species
![Page 27: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/27.jpg)
Numerical Symbols Human invention
![Page 28: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/28.jpg)
Making symbols meaningful
DEVELOPMENT
![Page 29: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/29.jpg)
A growing body of research shows that children’s early
understanding of numerical symbols is a
critical scaffold
![Page 30: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/30.jpg)
![Page 31: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/31.jpg)
Informal Formal
Mediators
![Page 32: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/32.jpg)
Building connections symbolic - non-symbolic
connections• Talk about number & numerical relations
• Engage students with symbolic and non-symbolic representations of number
• Counting, naming, comparing, ordering, matching
• Use of number lines to understand numerical relations
![Page 33: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/33.jpg)
Using number symbols in the context of
play-based learning
![Page 34: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/34.jpg)
![Page 35: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/35.jpg)
![Page 36: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/36.jpg)
![Page 37: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/37.jpg)
![Page 38: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/38.jpg)
![Page 39: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/39.jpg)
![Page 40: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/40.jpg)
How to assess foundational
competencies?
![Page 41: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/41.jpg)
Number comparison• Correlations with math performance in
multiple studies across the globe
![Page 42: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/42.jpg)
A simple 2 minute testNadia Nosworthy
Nosworthy et al. (2013, PLoS ONE)
SymbolicNon-symbolic 56 items/condition1 minute/condition
160, 1st-3rd graders
Also tested on: WJ Math fluency
WJ Calculation Skills
![Page 43: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/43.jpg)
Does this 2-minute magnitude processing
test correlate with math achievement?
![Page 44: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/44.jpg)
Correlation with Math Fluency
Nosworthy et al. (2013; PLoS ONE)
![Page 45: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/45.jpg)
Symbolic counts!
• Both symbolic & non-symbolic correlate
• But:
• Only symbolic accounts for unique variance in arithmetic
• over and above working memory, intelligence and reading ability
• Processing of number symbols critical
• Deficits arise in connecting symbolic with intuitive system ?
![Page 46: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/46.jpg)
Does performance on this test predict
performance over time?
![Page 47: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/47.jpg)
Predictive measure?
• 268 children tested in senior kindergarten on paper and pencil test
• In collaboration with Toronto District School Board
• School board permitted access to Grade 1 grades
![Page 48: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/48.jpg)
Predictive Measure?
Number Sense Measurement GeometryData
Management
Symbolic(Kindergarten) ✔ ✔ ✔ ✔
Non-symbolic(Kindergarten) ✔ ✔
✔ indicates significant correlation, p<.05
Unpublished Data
![Page 50: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/50.jpg)
Useable tool
![Page 51: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/51.jpg)
How does symbolic number processing in
the brain relate to math achievement?
?
![Page 52: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/52.jpg)
Brain-Behaviour relationship
• 17 children
• 7-9 years
• Math & Reading skills
1 9
* 8 9
* 3 7
Time
Stephanie Bugden
![Page 53: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/53.jpg)
Which brain regions activated during symbolic number
processing correlate with children’s
arithmetic skills?
![Page 54: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/54.jpg)
Brain behavior-relationship
Left Intraparietal SulcusNo correlations with reading
R L
p<.05, correctedLeft IPS Activation
Mat
h Fl
uenc
y
![Page 55: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/55.jpg)
Developmental Dyscalculia
![Page 56: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/56.jpg)
Developmental Dyscalculia
• Persistent difficulties in math
• Below other competencies (reading, IQ)
• Prevalence ~ 5%
• Prevalence comparable to dyslexia
![Page 57: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/57.jpg)
Developmental Dyscalculia
Ratio of publications on Dyslexia : Dyscalculia
14:1
Berch & Mazzocco (2007)
![Page 58: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/58.jpg)
What underlies Developmental
Dyscalculia?
![Page 59: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/59.jpg)
Symptoms and causes
Geary (1993)
What about number-specific processes?
![Page 60: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/60.jpg)
![Page 61: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/61.jpg)
Focus on basic number processing
• Landerl, Bevan & Butterworth (2004)
• Comparison of:
• Dyscalculics
• Dyslexics
• Double Deficit
• Typically developing
![Page 62: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/62.jpg)
Focus on basic number processing
Number comparison- which is numerically larger?Size comparison - which is physically larger?
1 9 8 2
Landerl, Bevan & Butterworth (2004)
![Page 63: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/63.jpg)
Basic number processing
0
200
400
600
800
1000
1200
1400
1600
Controls
Dyslex
ics
Dysca
lculic
s
Dyslex
ic/Dys
calcu
lics
Size Comparison
Number Comparison
![Page 64: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/64.jpg)
Basic number processing
• Findings suggest that:
• Dyscalculia = deficit to represent and process numerical magnitude in a typical way
![Page 65: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/65.jpg)
Basic number processing
Lack of understanding
numerical magnitude
Difficulties in learning
numerical expressions and maintaining them
in memory
Developmental time
![Page 66: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/66.jpg)
No single cause!
![Page 67: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/67.jpg)
Math as multicompentialSpatial Cognition
Working memory
Executive functionsBasic number processing
Phonological Awareness
MathEmotional Factors
Math Anxiety
DEVELOPMENT
TeachersLanguage
![Page 68: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/68.jpg)
Neuroplasticity and Education
• Education changes the brain
• Experience-dependent plasticity
• Teachers as ‘Orchestrators of neuronal plasticity’
• Understanding the brain - changes in practice?
• Understanding how education changes the brain can inform neuroscience
![Page 69: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/69.jpg)
Need for caution
• Lots of products marketed as ‘brain-based’
• Fascination with brain can be exploited
• Is there a peer-reviewed study proving efficacy?
• How valid are claims that are being made?
![Page 70: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/70.jpg)
Neuromyths
![Page 71: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/71.jpg)
![Page 72: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/72.jpg)
What is the risk of neuromyths?
• Time spent on activities that are not beneficial
• Wrong use of instructional time
• Wrong characterization of learners
• How transferrable are trained skills?
![Page 73: Dr. Daniel Ansari's Presentation (pdf)](https://reader034.vdocument.in/reader034/viewer/2022052318/58a1a40e1a28abac578b94d1/html5/thumbnails/73.jpg)
Thank you for your attention!
Website: www.numericalcognition.orgTwitter: @numcog
E-mail: [email protected]