San Diego Course #11 – The Neuropsychology of Mathematics

REGISTER ONLINE NOW-San Diego


Friday, May 4, 2018     8:00am-4:00pm

Course #11-The Neuropsychology of Mathematics: Diagnosis and Intervention Strategies for Students Struggling in Math

by Steven G. Feifer, DEd, ABSNP, Monocacy Neurodevelopmental Center

About the Speaker

Steven G. Feifer, DEd, ABSNP is an internationally renowned speaker and author in the field of learning disabilities, and has authored seven books on the neuropsychology of learning and emo- tional disorders in children. He is dually trained as both a licensed school psychologist, and also holds a diplomate in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year. He was also honored as the Distinguished Alumni Scholar by Indiana University of Pennsylvania in 2011. Dr. Feifer has conducted more than 600 professional workshops throughout North America, and frequently consults with numerous school districts across the country. He continues to evaluate children in private practice at the Monocacy Neurodevelopmental Center in Frederick, MD. Dr. Feifer has authored two tests on diagnosing learning disabilities in children; the FAR and the FAM, both published by PAR. Disclosure: Financial –Dr. Feifer is in private practice and receives royalties from his publisher, PAR. Nonfinancial – There are no nonfinancial relationships to disclose.

Target Audience (who should attend):  School Psychologists, General Education Teachers, Principals/Administrators, Special Education Teachers, Resource Room Teachers, Math Teachers & Coaches, Private Tutors, and Paraprofessionals

Target Age Range: Pre-Kindergarten through 12th Grade

Course Description:  This full-day course will explore how young children learn and acquire basic mathematical skills in the elementary years from a brain-based educational perspective. There will be an extended discussion on three primary ways in which numbers are formatted in the brain, as well as discussion on the central role of language to expand upon these conceptually ordered number sets. Critical features of the presentation will include specific brain pathways that assist in recalling basic math facts, ordering numbers into sets, calculating multiple-step equations, and tackling those dreaded word problems. In addition, cultural stereotypes regarding gender differences in mathematics will be explored, as will the relationship between anxiety and mathematical performance during classroom learning situations. Particular emphasis will be placed in looking at the pedagogical styles of mathematics in the United States compared to other countries, and de- veloping a classroom climate conducive to number exploration. Lastly, two critical constructs often overlooked when evaluating students with math difficulty, working memory and executive functioning, will be featured.

What You Will Learn
Course Objectives
– Participants will be able to:

• Adequately discuss international trends in mathematics and why the United States lags behind many industrialized nations in both math and science at the secondary grade level

• Identify specific psychological constructs including language skills, visual-spatial skills, working memory skills, and executive functioning skills with respect to mathematical problem-solving

• Develop a brain-based educational model of mathematics by identifying three basic neural codes in which numbers are formatted in the brain

vDescribe three basic subtypes of math disabilities, and identify appropriate remediation and educational strategies for each subtype

• Adequately explain basic gender differences in mathematical performance of students, in addition to the role of anxiety in hindering math aptitude

• Describe four neurodevelopmental factors involved in dyscalculia, and specific neural pathways supporting the development of number sense

• Adequately explain how the Feifer Assessment of Mathematics (FAM) battery is used to both assess and remediate math disabilities in children from a brain-based educational perspective