Numerical Magnitude Representation in Early Schooling: A Field Study Across Twelve Classrooms

Authors

  • Herta Dorninger Centre for Learning Sciences, Steirisches Vulkanland Centre for Brain and Behaviour, Feldbach, Austria Author
  • Frantiska-K Hlavna Centre for Learning Sciences, Hont Institute of Cognitive Neuroscience, Krupina, Slovakia Author
  • Efstathios Doukakis Department of Developmental Neuroscience, Magnesia Institute of Cognitive Neuroscience, Volos, Greece Author

DOI:

https://doi.org/10.5281/zenodo.22677869

Keywords:

Numerical Magnitude Representation in Early Schooling; Cognitive neuroscience; Neurofeedback; Evidence synthesis; Research methodology

Abstract

There is real interest in numerical magnitude representation in early schooling right now, and real uncertainty about exactly
where it delivers the most value. We pull together the current evidence for numerical magnitude representation in early schooling,
covering the methodological, practical, regulatory and cost angles, with an eye on where practice has genuinely settled and where
researchers and reviewers are still largely working it out for themselves. Selective, context-specific pursuit looks better supported
by the evidence gathered here than either broad rollout or blanket avoidance.

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Published

2023-05-18

Issue

Vol. 2 No. 1 (2023): vol 2 issue 1 2023

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