Show simple item record

dc.contributor.authorGarcía Planas, María Isabel
dc.contributor.authorGarcía-Camba Vives, María Victoria
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Matemàtiques
dc.date.accessioned2018-10-10T10:29:33Z
dc.date.issued2018
dc.identifier.citationGarcia-Planas, M.I., García-Camba, M. Dyscalculia, mind, calculating brain and education. A: International Conference on Education and New Learning Technologies. "EDULEARN18: 10th Annual International Conference on Education and New Learning Technologies: Palma de Mallorca, Spain: July 2-4, 2018: proceedings book". 2018, p. 0480-0489.
dc.identifier.isbn978-84-09-02709-5
dc.identifier.urihttp://hdl.handle.net/2117/122136
dc.description.abstractThe emerging scientific field of educational neuroscience is playing a significant role in the exploration of the subjacent neurocognitive processes underlying the practice and educational theory. Nevertheless, it can do not lose sight of the fact that the relationship between education and neuroscience research is complicated because education is not only based on neuronal relations but also have external factors such as the family environment and social interactions of teachers and students in a classroom. In a study about the analysis of the neuropsychological process of dyscalculia, it was highlighted that this is done through a circuit of specialised neurons. Considering that a fundamental characteristic of these neural networks is that they work automatically, receiving information in a certain «format» transforming it into a different one thanks to the «neuronal plasticity». So it seems, by means of training the neuroplasticity, it can be possible to rebuild deteriorated brain functions and help children who are affected on dyscalculia to develop new brain strategies which are aimed to improve the difficulties associated with dyscalculia efficiently. The main goal of this work is to analyse the possible difference in brain function on affected dyscalculia individuals in order to intervene in the strengthening of arithmetic processing leading to an efficient education based on evidence for students affected by dyscalculia.
dc.format.extent10 p.
dc.language.isoeng
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Matemàtiques i estadística
dc.subject.lcshAcalculia
dc.subject.lcshNeurosciences
dc.subject.otherDyscalculia
dc.subject.otherbrain
dc.subject.othereducation
dc.subject.otherdiagnosis
dc.subject.otherearly attention
dc.titleDyscalculia, mind, calculating brain and education
dc.typeConference lecture
dc.subject.lemacNeurociències
dc.contributor.groupUniversitat Politècnica de Catalunya. SCL-EG - Sistemes de Control Lineals: estudi Geomètric
dc.identifier.dlV-1578-2018
dc.rights.accessRestricted access - publisher's policy
local.identifier.drac23258246
dc.description.versionPostprint (published version)
dc.date.lift10000-01-01
local.citation.authorGarcia-Planas, M.I.; García-Camba, M.
local.citation.contributorInternational Conference on Education and New Learning Technologies
local.citation.publicationNameEDULEARN18: 10th Annual International Conference on Education and New Learning Technologies: Palma de Mallorca, Spain: July 2-4, 2018: proceedings book
local.citation.startingPage0480
local.citation.endingPage0489


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 Spain
Except where otherwise noted, content on this work is licensed under a Creative Commons license : Attribution-NonCommercial-NoDerivs 3.0 Spain