The transition to symbolic number processing: Cognitive differences in interaction with education


The proposed study focuses on the role of non-symbolic number representations and underlying cognitive factors in the development of early mathematics. Previous research has neglected the important role of mental number presentations and operations. Little is known about the typical development of these pre-math skills and the consequences for further math development and even less about the consequences of atypical development, i.e. slower or no development at all. This project will investigate the transition from non-symbolic to symbolic number presentation and the consequences of child dependant characteristics for further math performance in education





Prof. dr. J.E.H. van Luit

Verbonden aan

Universiteit Utrecht, Faculteit Sociale Wetenschappen, Langeveld Insitute


01/09/2009 tot 15/02/2016