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Magnitude, numerosity, and development of number: Implications for mathematics disabilities
Behavioral and Brain Sciences 40 (2017)
Abstract
Leibovich et al. challenge the prevailing view that non-symbolic number sense is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematics disabilities.Other Versions
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References found in this work
The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students.Karin Landerl, Anna Bevan & Brian Butterworth - 2004 - Cognition 93 (2):99-125.
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