Abstract
The development of mental arithmetic is approached from a mathematical perspective, focusing on several process models of arithmetic performance which have grown out of the chronometric methods of cognitive psychology. These models, based on hypotheses about the nature of underlying mental operations and structures in arithmetic, generate quantitative predictions about reaction time performance. A review of the research suggests a developmental trend in the mastery of arithmetic knowledge—there is an initial reliance on procedural knowledge and methods such as counting which is followed by a gradual shift to retrieval from a network representation of arithmetic facts. A descriptive model of these mental structures and processes is presented, and quantitative predictions about children's arithmetic performance at various stages of mastery are considered.
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