Heterogeneous Contributions to Numerical Cognition

<p>1. From quantical to numerical cognition: A crucial passage for understanding the nature of mathematics and its origins<br> <br>SECTION I Advanced mathematics, reasoning and problem solving<br>2. Toward an inhibitory control theory of the reasoning brain in development <br>3. Maths and logic: Relationships across development <br>4. Cerebral underpinning of advanced mathematical activity </p> <p>SECTION II Math education<br>5. Looking at the development of mathematical knowledge from the perspective of the framework theory approach to conceptual change: Lessons for mathematics education<br>6. Subtraction by addition: A remarkably natural and clever way to subtract? <br>7. Probing the neural basis rational numbers: The role of inhibitory control and magnitude representations<br>8. Learning and education in numerical cognition: We do need education </p> <p>SECTION III Intervention studies<br>9. Supporting early numeracy: The role of spontaneous mathematical focusing tendencies in learning and instruction <br>10. Developmental course of numerical learning problems<br>in children and how to prevent dyscalculia: A summary of the longitudinal examination of children from kindergarten to secondary school <br>11. Neurocognitive mechanisms of numerical intervention studies: The case of brain stimulation <br>12. Intervention studies in math: A metareview </p> <p>SECTION IV Math deficiencies and difficulties<br>13. The complex pathways toward the development of math anxiety and links with achievements <br>14. What predicts the development of fact retrieval speed and calculation accuracy in children with (and without) arithmetic disabilities (AD). What can we learn from longitudinal studies?<br>15. Early neurocognitive development of dyscalculia <br>16. Early difficulties in numerical cognition </p>