In this review, we are pitting two theories against each other: the more accepted theory, the
number sense theory, suggesting that a sense of number is innate and non-symbolic …

The concept of home numeracy has been defined as parent–child interactions with
numerical content. This concept started to receive increasing attention since the last decade …

Abstract Number sense, the ability to decipher quantity, forms the foundation for
mathematical cognition. How number sense emerges with learning is, however, not known …

The last decade has seen a rapid growth in our understanding of the cognitive systems that
underlie mathematical learning and performance, and an increased recognition of the …

Mathematics skills are associated with future employment, well-being, and quality of life.
However, many adults and children fail to learn the mathematics skills they require. To …

The development of numerical and arithmetic abilities constitutes a crucial cornerstone in
our modern and educated societies. Difficulties to acquire these central skills can lead to …

A significant body of research links individual differences in symbolic numerical abilities,
such as arithmetic, to number sense, the neurobiological system used to approximate and …

During a cold December afternoon, we were discussing a research project related to
mathematical learning and related emotional difficulties, drinking cups of tea and coffee …

Deficits in numerical magnitude perception characterize the mathematics learning disability
developmental dyscalculia (DD), but recent studies suggest the relation stems from …

Abstract The term “Weber–Fechner law” is arguably the most widely used misnomer in
psychological science. The unification reflects a failure to appreciate the logical …