The Complexity of Basic Number Processing: A Commentary from a Neurocognitive Perspective

Abstract

In this commentary, I reflect from a neurocognitive perspective on the four chapters on natural number development included in this section. These chapters show that the development of seemingly basic number processing is much more complex than is often portrayed in neurocognitive research. The chapters collectively illustrate that children’s development of natural number cannot be reduced to one basic neurocognitive factor, but instead requires a multitude of skills with different developmental trajectories. Specifically, these contributions highlight that there is much more than the processing of magnitude, or the so-called Approximate Number System, and they elaborate on the roles of subitizing, place value understanding, and children’s spontaneous attention to number and relations. They also point out that number is something that needs to be constructed and that number processing is in essence a symbolic activity, which requires the integration of multiple symbolic representations, a focus that has been increasingly emphasized in more recent neurocognitive research. The contributions in this volume provide fresh perspectives that will help to further our understanding of children’s natural number development and how it should be fostered. They also offer novel avenues for investigating the origins of atypical mathematical development or dyscalculia.