Culture and Numerical Cognition

Abstract

Abstract The basic ability to encode numerical information and discriminate numerical quantity can be found in humans as well as certain nonhuman primates. However, humans are unique in that they can perform advanced numerical computation using abstract numerical symbols and number words after receiving formal mathematical instruction. Although similarities exist in numerical cognition and its associated mental processes across people, culture plays a dominant role in shaping how numbers are differentially represented and processed across various cultural groups that speak different languages. Additionally, the development of advanced numeracy skills through formal education is heavily influenced by cultural-specific factors such as parental expectation and societal norms. Understanding such cultural differences would not only profoundly advance the scientific knowledge regarding numerical cognition but also have critical implications for mathematics education and the development of intervention programs for ameliorating potential deficits related to arithmetic ability such as dyscalculia. The focus of this chapter is to provide an overview of how numerical cognition is shaped by culture, discuss pragmatic implications of cultural differences in numerical processing for education and mental health, and conclude with suggestive future directions of research pertaining to cultural differences in numerical cognition.