Drawing on various approaches to the study of mathematics learning, Gersten, Jordan, and
Flojo (in this issue) explore the implications of this research for identifying children at risk for …

Multi-digit number processing is ubiquitous in our everyday life–even in school, multi-digit
numbers are computed from the first year onward. Yet, many problems children and adults …

In beginning this chapter we immediately faced a dilemma. There is nothing that can be
called “the concept of function.” The phrase “concept of function,” regardless of its meaning …

This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely
independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a …

The numerical knowledge of children from low‐income backgrounds trails behind that of
peers from middle‐income backgrounds even before the children enter school. This gap …

This study examined the generality of the logarithmic to linear transition in children's
representations of numerical magnitudes and the role of subjective categorization of …

We tested whether adults can use integrated, analog, magnitude representations to
compare the values of fractions. The only previous study on this question concluded that …

Learn how the brain processes mathematical concepts and why some students develop
math anxiety! David A. Sousa discusses the cognitive mechanisms for learning mathematics …

The study of neuronal specialisation in different cognitive and perceptual domains is
important for our understanding of the human brain, its typical and atypical development …

It is assumed that basic numerical competencies are important building blocks for more
complex arithmetic skills. The current study aimed at evaluating this interrelation in a …