Document Type
Article
Publication Date
8-2016
Journal
Current Opinions in Behavioral Sciences
Volume
10
First Page
14
Last Page
20
URL with Digital Object Identifier
10.1016/j.cobeha.2016.04.006
Abstract
Numerical skills measured prior to school entry are predictive of mathematics achievement longitudinally. It is therefore important that young children start school with strong mathematical foundations. Here we review evidence from behavior and neuroimaging that highlights numerical symbol knowledge as a key mediator between informal and formal mathematical competencies. We argue that future research should aim to elucidate cognitive and neuronal mechanisms underpinning the acquisition of symbolic knowledge. Furthermore, multiple aspects of numerical symbol knowledge, such as identification, cardinality, and ordinality, should be emphasized in preschool childcare environments
