Editorial: Abstract mathematical cognition

Abstract

Despite the importance of mathematics in our educational systems, little is known about how abstract mathematical thinking emerges. Most research on mathematical cognition has been dedicated to understanding its more simple forms such as seriation and counting. Although these forms constitute the foundational plinth upon which all other maths skills develop, the gap between basic skills and the processing of complex mathematical concepts is poorly understood. What has come to be sufficiently well understood, however, is how numeracy is acquired. The 90s marked a change in our approach to human cognition in general and to mathematical cognition in particular. Neuroimaging technologies have enabled localization of neural activity, revealing that mathematical cognition, like other forms of cognition and skills, depends upon a network of activation. The key finding from neuroimaging and single cell recording is that numerical information is held in the intraparietal sulcus. Now that the core of mathematical cognition has been identified it is time to understand how basic skills are used to support the acquisition and use of abstract mathematical concepts. Chassy and Grodd (2012) opened the door for abstract mathematical cognition by examining for the first time the neural correlates of negative numbers, an abstract mathematical concept that emerges early on in mathematical curricula. The present issue reports crucial advances in our understanding of the neural underpinnings of abstract mathematical cognition.