The number line estimation task is widely used to investigate mathematical learning and
development. The present meta‐analysis statistically synthesized the extensive evidence on …

Do children learn number words by associating them with perceptual magnitudes? Recent
studies argue that approximate numerical magnitudes play a foundational role in the …

There are many continuous quantitative dimensions in the physical world. Philosophical,
psychological, and neural work has focused mostly on space and number. However, there …

Children use time words like minute and hour early in development, but take years to
acquire their precise meanings. Here we investigate whether children assign meaning to …

Human mathematical abilities comprise both learned, symbolic representations of number
and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing …

Strong foundational skills in mathematical problem solving, acquired in early childhood, are
critical not only for success in the science, technology, engineering, and mathematical …

Children's understanding of the quantities represented by number words (ie, cardinality) is a
surprisingly protracted but foundational step in their learning of formal mathematics. The …

Children can represent number in at least two ways: by using their non-verbal, intuitive
approximate number system (ANS) and by using words and symbols to count and represent …

Children who achieve an early understanding of the cardinal value of number words
(cardinal knowledge) have a superior understanding of the relations among numerals at …

Children learn to count, and even learn the cardinal meanings of the first three or four verbal
numerals (“one” through “three” or “four”), before they master the numerical significance of …