Many studies tested the association between numerical magnitude processing and
mathematics achievement, but results differ depending on the number format used. For …

Attaching meaning to arbitrary symbols (ie words) is a complex and lengthy process. In the
case of numbers, it was previously suggested that this process is grounded on two early pre …

We examined relations between symbolic and non-symbolic numerical magnitude
representations, between whole number and fraction representations, and between these …

Many recent studies have examined the association between number acuity, which is the
ability to rapidly and non-symbolically estimate the quantity of items appearing in a scene …

Given the well-documented failings in mathematics education in many Western societies,
there has been an increased interest in understanding the cognitive underpinnings of …

Developmental dyscalculia is a learning disability that affects the acquisition of knowledge
about numbers and arithmetic. It is widely assumed that numeracy is rooted on the “number …

First-to fifth-grade mathematics and word reading achievement were assessed for children
with mathematical learning disability (MLD, n= 16), persistent low achievement (LA, n= 29) …

Children's quantitative competencies upon entry into school can have lifelong
consequences. Children who start behind generally stay behind, and mathematical skills at …

Many children have significant mathematical learning disabilities (MLD, or dyscalculia)
despite adequate schooling. The current study hypothesizes that MLD partly results from a …

The Approximate Number System (ANS) is a primitive mental system of nonverbal
representations that supports an intuitive sense of number in human adults, children, infants …