Cognitive and brain systems underlying early mathematical development.
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Summary
Current debate regarding the core competencies that support early mathematics learning is reviewed, focusing on the contributions of the inherent system for representing approximate magnitudes, and domain-general systems that facilitate learning across academic domains.
- Type
- article
- Published
- 2016-01-01
- Cited by
- 28
- References
- 179
- OpenAlex
- https://openalex.org/W27339009
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:5391815
Keywords
Event (particle physics), Medical education, Student life, Psychology, Gerontology
References
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Cited by
- Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement.
- Arithmetic in the developing brain: A review of brain imaging studies
- Mathematics Ability and Related Skills in Preschoolers Born Very Preterm
- Identifying Domain-General and Domain-Specific Predictors of Low Mathematics Performance: A Classification and Regression Tree Analysis
- Fostering Mathematical Competences by Preparing for a Mathematical Competition
- Preschoolers' selective sustained attention and numeracy skills and knowledge.
- Innate or Acquired? – Disentangling Number Sense and Early Number Competencies
- Measuring early mathematics knowledge via number skills and task types
- More than number sense: The additional role of executive functions and metacognition in arithmetic.
- Preschoolers' school readiness profiles and the teacher-child relationship: A latent transition approach
- Asymmetrical interference between number and item size perception provides evidence for a domain specific impairment in dyscalculia
- Cognitive Functions Mediate the Effect of Preterm Birth on Mathematics Skills in Young Children
- Dynamicism, radical enactivism, and representational cognitive processes: The case of subitization
- Using a Multidimensional Model of Attention to Predict Low-Income Preschoolers' Early Academic Skills across Time.
- Many systems, one strategy: Acquiring ordinals in Dutch and English
- A connectome-based neuromarker of nonverbal number acuity and arithmetic skills
- Metacognitive Strategies Related with Logical–Mathematical Thinking for Adolescents with ADHD
- Event-related brain potentials study of arithmetic fact retrieval in children with different math achievement levels
- The relationship of metacognitive abilities of students with ADHD with their mathematical competence with the use of ICT’s
- Integrated number sense tutoring remediates aberrant neural representations in children with mathematical disabilities
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