Abstract
The field of numerical cognition has seen an upsurge of research in the last two decades. Such research furnished the scientific community with knowledge about the basis of numerical abilities and the brain mechanisms involved. Nevertheless, it has little influence on math education. Also, treatment and remediation of cases of math learning disabilities have not been well established. This is due, in part, to the lack or rather scant connections between cognitive neuroscientists and educators and in part to the difficulty in translating cognitive neuroscience knowledge into methods and tools to be used in daily educational and remedial practice. The current part of the book is aimed at (a) describing the neurocognitive characteristics of typical and atypical development of numerical abilities, and (b) translating this knowledge to educational issues and remediation of atypical developing children.
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Rubinsten, O. (2012). Numerical Cognition: From Development to Intervention. In: Breznitz, Z., Rubinsten, O., Molfese, V., Molfese, D. (eds) Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Literacy Studies, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4086-0_11
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DOI: https://doi.org/10.1007/978-94-007-4086-0_11
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