Abstract
The search for the cognitive determinants of mathematical skill has a long history. For some time it has been thought that mathematical proficiency is not determined by a single unique underlying cognitive factor but by multiple cognitive components such as memory, spatial processing, or executive function. Yet it remains unclear exactly what these cognitive components are and how it is that they have an impact on mathematical skills. I argue that specific neurocognitive explanatory models of cognitive components promise to increase our understanding of how these components play a role in numerical and mathematical tasks and determine performance. I outline how recent advances in the understanding of the neurocognitive mechanisms of sensory processing, working memory, and executive functions lead to meaningful hypotheses about their functional involvement in mathematical performance. I also touch upon how this might shed light on dyscalculia and its comorbidity with other learning deficits.
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