Greater skill in solving single-digit multiplication problems requires a progressive shift from a
reliance on numerical to verbal mechanisms over development. Children with mathematical …

While arithmetic training reduces fronto-temporo-parietal activation related to domain-
general processes in typically developing (TD) children, we know very little about the …

Mathematical knowledge is constructed hierarchically during development from a basic
understanding of addition and subtraction, two foundational and inter-related, but …

We used functional magnetic resonance imaging (fMRI) to explore the patterns of brain
activation associated with different levels of performance in exact and approximate …

Unresolved controversies regarding the functional impairments at the origin of dyscalculia,
including working memory, approximate number system and attention have pervaded the …

This study examined problem-solving and number-fact skills in two subgroups of third-grade
children with mathematics difficulties (MD): MD-specific (n= 12) and MD-general (n= 12) …

Mastering single‐digit arithmetic during school years is commonly thought to depend upon
an increasing reliance on verbally memorized facts. An alternative model, however, posits …

What are the brain correlates of numerical disabilities? To date only few studies have
examined the neuronal underpinnings of specific numerical learning disabilities like …

There are currently multiple explanations for mathematical learning disabilities (MLD). The
present study focused on those assuming that MLD are due to a basic numerical deficit …

Developmental dyscalculia (DD) is thought to arise from difficulties in the ability to process
numerical magnitudes. Most research relied on IQ-discrepancy based definitions of DD and …