Neuroscientific studies of mathematical thinking and learning: A critical look from a mathematics education viewpoint KU Leuven
In this commentary we take a critical look at the various studies being reported in this issue about the relationship between cognitive neuroscience and mathematics, from a mathematics education viewpoint. After a discussion of the individual contributions, which we have grouped into three categories—namely neuroscientific studies of (a) children’s numerical magnitude representation, (b) arithmetical thinking, and (c) more advanced mathematical ...