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Investigating dyscalculia from the lab to the classroom: A science of learning perspective

Laurillard, D; Butterworth, B; (2016) Investigating dyscalculia from the lab to the classroom: A science of learning perspective. In: Horvath, J and Hattie, J, (eds.) From the Laboratory to the Classroom: Translating the Science of Learning for Teacher. Routledge: Abingdon, Oxford. Green open access

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Type: Book chapter
Title: Investigating dyscalculia from the lab to the classroom: A science of learning perspective
ISBN: 1138649643
ISBN-13: 9781138649644
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Dyscalculia, science of learning, feedback, constructionist approach.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Institute of Cognitive Neuroscience
URI: https://discovery.ucl.ac.uk/id/eprint/1475646
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