Daniel Ansari

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Professor Ansari is a world leader in the study of the brain and math, wants to understand how children learn arithmetic, what can go wrong, and how teachers and parents can intervene to help

Dr. Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology at the Western University Ontario, where he heads the Numerical Cognition Laboratory.  (Full notes about Professor Ansari can be found at the bottom of this page)

Professor Ansari made a keynote and workshop contribution to our 5th National Dyscalculia and MLD Conference 2013

Click here to download his 2013 keynote slides: Disorders of the numerate brain: Developmental Dyscalculia & Mathematics Anxiety

Click here to download his 2013 workshop slides: Strategies for detecting and assessing basic number and calculation deficits

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Recommended Reading

  • Understanding Developmental Dyscalculia: A Math Learning Disability (LD@School's Transcript)
  • Lyons, I.M., Price, G.R., Vaessen, A., Blomert, L. & Ansari, D. (2014) Numerical predictors of arithmetic success in grades 1-6.
  • Bartelet, D., Ansari, D., Vaessen, A. & Blomert, L. (2014) Cognitive Subtypes of Mathematics Learning Difficulties in Primary Education.
  • Nosworthy, N., Bugden, S. Archibald, L.A., Evans, B. & Ansari, D. (2013) A two-minute paper and pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence
  • Price, G.R. & Ansari, D. (2013). Dyscalculia: Characteristics, causes and treatments.

Click here to download these articles

Articles

The majaority of these articles have been co-written with researchers from across the world:

  • Qualitatively different coding of symbolic and non-symbolic numbers in the human brain (2015)
  • Drawing Connections Between White Matter and Numerical and Mathematical Cognition: A Literature Review (2015)
  • How symbols transform brain function: a review in memory of Leo Blomert (2014)
  • When your brain can’t do 2+2: a case of developmental dyscalculia (2014)
  • Why mental arithmetic counts: Brain activation during single digit arithmetic predicts high-school math scores (2013)
  • Individual differences in left parietal white matter predict math scores on the Preliminary Scholastic Aptitude Test (2013)
  • The role of the left intraparietal sulcus in the relationship between symbolic number processing and children’s arithmetic competence (2012)
  • Culture and education: New frontiers in brain plasticity (2012)
  • Effects of problem size and arithmetic operation on brain activation during calculation in children with varying levels of arithmetical fluency (2011)
  • The effect of mathematics anxiety on the processing of numerical magnitude (2011)
  • Cognitive neuroscience meets mathematics education (2010)
  • How is phonological processing related to individual differences in children’s arithmetic skills? (2010)
  • Domain-specific and domain-general changes in children’s development of number (2008) comparison.
  • Impaired parietal magnitude processing in Developmental Dyscalculia (2007)

 

Click here to download zipped folder of the articles

 

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Professional Summary

Dr. Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology at the Western University Ontario, where he heads the Numerical Cognition Laboratory.

Dr. Ansari and his team explore the developmental pathways underlying both the typical and atypical development of mathematical skills using both behavioural and neuroimaging methods, . The research focuses on gaining a better understanding of how children develop numerical and mathematical competencies, why some children fail to acquire basic calculation skills (Developmental Dyscalculia) as well as what brain circuits are associated with the processing of number and our ability to calculate.

Dr Ansari received his bachelor's degree in Psychology from the University of Sussex at Brighton, an MSc in Neuroscience from the University of Oxford and his PhD from University College London. He has also received several prestigious awards including the ‘Early Career Contributions’ Award from the Society for Research in Child Development (2009), the Boyd McCandless Early Researcher Award from the American Psychological Association (2011).In 2014, Dr. Ansari was named as a member of the inaugural cohort of the College of New Scholars, Artists and Scientists of the Royal Society of Canada.

Dr Ansari is interested in forging greater links between neuroscience and educatDaniel Ansari and team.jpgion, as part of the emerging field of ‘Mind, Brain and Education’. He is an associate editor of the peer-reviewed journals, ‘PLoS ONE’, ‘Developmental Science’ and ‘Mind, Brain and Education’ and he is the president of the International Mind, Brain and Education Society (IMBES).  IMBES supports the development of collaborative relationships between practitioners, researchers, and policy makers.

 Dr Ansari, together with Nadia Nosworthy, conceptualized and designed a Numeracy Screener and ran studies to investigate whether this test can explain individual differences in children's school-relevant math skills. The results showed the feasibility, reliability and validity of this measure, which is available free at the Numeracy Screener website.

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