Understanding the complexities of mathematical cognition: A multi-level framework

Perceptual subitizing performance in 3- and 4-year-olds: The impact of visual features of sets

Perceptual subitizing is a pivotal skill in children's mathematical development. It is defined as the rapid identification of small numerosities. Previous studies pointed to the contribution of visual features of sets to perceptual subitizing performance in adults. Insights into the contribution of visual features to subitizing performance in the critical 3- to 4-year age range are scant. This study aimed to address this gap by investigating the impact of visual features on perceptual subitizing performance (accuracy and response time) in 3- and 4-year-olds. Participants (119 3- and 4-year-olds) were offered a subitizing task that incorporated pictures of sets of three to five objects. The pictures systematically varied across four visual features: (a) pictorial context (distractors present vs. absent), (b) set homogeneity (homogeneous vs. heterogeneous objects), (c) set arrangement (linearly vs. randomly arranged objects), and (d) set differentiation (distinct vs. overlapping objects). Pictures with distractors, heterogeneous objects, randomly arranged objects, or overlapping objects were associated with lower subitizing accuracy and longer response times compared with pictures without distractors, homogeneous objects, linearly arranged objects, or distinct objects, respectively. Pictures with randomly arranged or overlapping objects along with distractors were associated with even lower subitizing accuracy. Pictures featuring a simple visual design-without distractors and with homogeneous, linearly arranged, and distinct sets-yielded the best subitizing performance in terms of accuracy and response time. Our findings might be explained by the cognitive processes underlying 3- and 4-year-olds' subitizing performance. The findings offer building blocks for future research in the domain and preschool educational practice.

Brain Active Areas Associated with a Mental Arithmetic Task: An eLORETA Study

The neural underpinnings of mental calculation, the fundamentals of arithmetic representations and processes, and the development of arithmetic abilities have been explored by researchers over the years. In the present work, we report a study that analyzes the brain-activated areas of a group of 35 healthy subjects (9 males, 26 females, mean age ± SD = 18.23 ± 2.20 years) who performed a serial subtraction arithmetic task. In contrast to most of the studies in the literature based on fMRI, we performed the brain active source reconstruction starting from EEG signals by means of the eLORETA method. In particular, the subjects were classified as bad counters or good counters, according to the results of the task, and the brain activity of the two groups was compared. The results were statistically significant only in the beta band, revealing that the left limbic lobe was found to be more active in people showing better performance. The limbic lobe is involved in visuospatial processing, memory, arithmetic fact retrieval, and emotions. However, the role of the limbic lobe in mental arithmetic has been barely explored, so these interesting findings could represent a starting point for future in-depth analyses. Since there is evidence in the literature that the motor system is affected by the execution of arithmetic tasks, a more extensive knowledge of the brain activation associated with arithmetic tasks could be exploited not only for the assessment of mathematical skills but also in the evaluation of motor impairments and, consequently, in rehabilitation for motor disorders.

The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review

Introduction

Mathematics is a fundamental subject with significant implications in education and neuroscience. Understanding the cognitive processes underlying mathematical cognition is crucial for enhancing educational practices. However, mathematical cognitive impairment and anxiety significantly hinder learning and application in this field. This systematic literature review aims to investigate the neuroscience basis and effective educational interventions for these challenges.

Methods

The review involved a comprehensive screening of 62 research articles that meet the ESSA evidence levels from multiple databases. The selection criteria focused on studies employing various methodologies, including behavioral experiments and neuroimaging techniques, to explore the neuroscience underpinnings and educational interventions related to mathematical cognitive impairment and anxiety.

Results

The review identified key themes and insights into the neuroscience basis of mathematical cognitive impairment and anxiety. It also examined their impact on educational practices, highlighting the interplay between cognitive processes and educational outcomes. The analysis of these studies revealed significant findings on how these impairments and anxieties manifest and can be addressed in educational settings.

Discussion

The review critically analyzes the shortcomings of existing research, noting gaps and limitations in current understanding and methodologies. It emphasizes the need for more comprehensive and diverse studies to better understand these phenomena. The discussion also suggests new directions and potential improvement strategies for future research, aiming to contribute to more effective educational interventions and enhanced learning experiences in mathematics.

Conclusion

This systematic review provides valuable insights into the neuroscience basis of mathematical cognitive impairment and anxiety, offering a foundation for developing more effective educational strategies. It underscores the importance of continued research in this area to improve educational outcomes and support learners facing these challenges.