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de Hevia, Maria Dolores – Child Development Perspectives, 2021
The propensity to use a spatial framework to organize other pieces of information is a widespread phenomenon that permeates humans' representation of diverse concepts, including numerical quantities. Developmental studies on numerical cognition have revealed that humans possess a system for abstract quantity representation that is functional at…
Descriptors: Cognitive Processes, Numbers, Brain, Spatial Ability
Szymanik, Jakub; Kochari, Arnold; Bremnes, Heming Strømholt – Cognitive Science, 2023
One approach to understanding how the human cognitive system stores and operates with quantifiers such as "some," "many," and "all" is to investigate their interaction with the cognitive mechanisms for estimating and comparing quantities from perceptual input (i.e., nonsymbolic quantities). While a potential link…
Descriptors: Cognitive Processes, Symbols (Mathematics), Numbers, Mathematical Concepts
Spelke, Elizabeth S. – Language Learning and Development, 2017
The natural numbers may be our simplest, most useful, and best-studied abstract concepts, but their origins are debated. I consider this debate in the context of the proposal, by Gallistel and Gelman, that natural number system is a product of cognitive evolution and the proposal, by Carey, that it is a product of human cultural history. I offer a…
Descriptors: Computation, Number Systems, Number Concepts, Language Usage
De Smedt, Bert – Research in Mathematics Education, 2019
In this commentary, I reflect from a neurocognitive perspective on the four chapters on natural number development included in this section. These chapters show that the development of seemingly basic number processing is much more complex than is often portrayed in neurocognitive research. The chapters collectively illustrate that children's…
Descriptors: Numbers, Cognitive Processes, Difficulty Level, Cognitive Development
Obersteiner, Andreas; Dresler, Thomas; Bieck, Silke M.; Moeller, Korbinian – Research in Mathematics Education, 2019
Many students face difficulties with fractions. Research in mathematics education and cognitive psychology aims at understanding where and why students struggle with fractions and how to make teaching of fractions more effective. Additionally, neuroscience research is beginning to explore how the human brain processes fractions. Yet, attempts to…
Descriptors: Fractions, Cognitive Psychology, Neurosciences, Barriers
Szkudlarek, Emily; Brannon, Elizabeth M. – Language Learning and Development, 2017
In this article we first review evidence for the approximate number system (ANS), an evolutionarily ancient and developmentally conservative cognitive mechanism for representing number without language. We then critically review five different lines of support for the proposal that symbolic representations of number build upon the ANS, and discuss…
Descriptors: Number Concepts, Symbols (Mathematics), Cognitive Processes, Neurology
Looi, Chung Yen; Thompson, Jacqueline; Krause, Beatrix; Kadosh, Roi Cohen – OECD Publishing, 2016
The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in…
Descriptors: Neurosciences, Mathematics Education, Cognitive Processes, Literature Reviews
Lubin, Amélie; Simon, Grégory; Houdé, Olivier; De Neys, Wim – ZDM: The International Journal on Mathematics Education, 2015
The acquisition of number conservation is a critical step in children's numerical and mathematical development. Classic developmental studies have established that children's number conservation is often biased by misleading intuitions. However, the precise nature of these conservation errors is not clear. A key question is whether conservation…
Descriptors: Mathematics Education, Inhibition, Numeracy, Number Concepts
Siegler, Robert S. – Developmental Science, 2016
The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: (1) representing increasingly precisely the magnitudes of non-symbolic…
Descriptors: Numbers, Theories, Individual Development, Symbols (Mathematics)
Siegler, Robert S. – Grantee Submission, 2016
The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: 1) representing increasingly precisely the magnitudes of non-symbolic…
Descriptors: Numbers, Theories, Individual Development, Symbols (Mathematics)
Mann, Anne; Moeller, Korbinian; Pixner, Silvia; Kaufmann, Liane; Nuerk, Hans-Christoph – Journal of Experimental Child Psychology, 2012
The development of two-digit number processing in children, and in particular the influence of place-value understanding, has recently received increasing research interest. However, place-value influences leading to decomposed processing have not yet been investigated for multi-digit numbers beyond the two-digit number range in children.…
Descriptors: Number Concepts, Numbers, Cognitive Processes, Grade 2
Nunez, Rafael; Doan, D.; Nikoulina, Anastasia – Cognition, 2011
Numbers are fundamental entities in mathematics, but their cognitive bases are unclear. Abundant research points to linear space as a natural grounding for number representation. But, is number representation fundamentally spatial? We disentangle number representation from standard number-to-line reporting methods, and compare numerical…
Descriptors: Numbers, Spatial Ability, Comparative Analysis, Cognitive Processes
Siegler, Robert S.; Fazio, Lisa K.; Bailey, Drew H.; Zhou, Xinlin – Grantee Submission, 2013
Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on…
Descriptors: Number Concepts, Numeracy, Cognitive Processes, Arithmetic
Two and Two Make Zero: The Counting Numbers, Their Conceptualization, Symbolization, and Acquisition
Yaseen, H. S. – Online Submission, 2011
"Two and Two Make Zero" considers children's acquisition of numerical concepts from a wide range of perspectives including topics that are often overlooked, most notably: the principal properties of the counting numbers in and of themselves; the role that numerical symbols play in number acquisition; the underlying conceptual structure of number…
Descriptors: Numbers, Number Concepts, Mathematics Instruction, Parent Influence
Van Opstal, Filip; de Lange, Floris P.; Dehaene, Stanislas – Cognition, 2011
In this study, we investigate whether multiple digits can be processed at a semantic level without awareness, either serially or in parallel. In two experiments, we presented participants with two successive sets of four simultaneous Arabic digits. The first set was masked and served as a subliminal prime for the second, visible target set.…
Descriptors: Evidence, Stimuli, Semantics, Cognitive Processes