Abstract
Numerical development-from cognitive functions to neural underpinnings.
Highlights
Living at the beginning of the 21st century requires being numerate because numerical abilities are essential for life prospects of individuals and for economic interests of postindustrial knowledge societies (e.g., Butterworth et al, 2011)
The different contributions nicely illustrate that the construct numerical development does not denote a unitary, clearly circumscribed, and comprehensive entity
Mejias and Schiltz (2013) suggest that the approximate number system (ANS) may be targeted by educational strategies as it seems to be associated with socio-economic status
Summary
Living at the beginning of the 21st century requires being numerate because numerical abilities are essential for life prospects of individuals and for economic interests of postindustrial knowledge societies (e.g., Butterworth et al, 2011). The empirical, review, opinion, and commentary articles clearly suggest that it is important to consider different empirical and theoretical perspectives evaluating cross-domain (e.g., language or spatial abilities) and domain-specific [e.g., basic numerical competencies, approximate number system (ANS), spatial-numerical associations (SNA)] determinants of and influences on typical and atypical numerical development. A first set of studies investigated cross-domain as well as domain-specific influences on typical numerical development.
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