Conclusions and future directions for the neuroscience of mathematical cognitive development

Abstract

In this chapter, I call attention to progress that has been made over the past 20 years in children's mathematics achievement and in using neuroscience to understand mathematical cognitive development. Evidence supporting the triple-code model of numerical processing is mounting and we are beginning to understand how domain-specific and domain-general cognitive processes related to mathematics are instantiated in the brain and how they change with age and experience. I note that there is a great deal of work ahead in studying and applying the results of neuroscience research on mathematical cognitive development. Future studies should focus on longitudinal changes for the various components of numerical processing and how they interact in children with and without mathematical difficulties and on the effects of intervention and instructional approaches using a pre-/post-design.