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Magnitude, numerosity, and development of number: Implications for mathematics disabilities

Published online by Cambridge University Press:  27 July 2017

Nancy C. Jordan ,
Luke Rinne  and
Ilyse M. Resnick
Nancy C. Jordan
Affiliation:
School of Education, University of Delaware, Newark, DE 19716 njordan@udel.edu luke.rinne@g.mail.com https://sites.google.com/a/udel.edu/nancy-jordan/
Luke Rinne
Affiliation:
School of Education, University of Delaware, Newark, DE 19716 njordan@udel.edu luke.rinne@g.mail.com https://sites.google.com/a/udel.edu/nancy-jordan/
Ilyse M. Resnick
Affiliation:
Department of Psychology, Penn State University–Lehigh Valley, Center Valley, PA 18034 imr9@psu.edu
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Abstract

Leibovich et al. challenge the prevailing view that non-symbolic number sense (e.g., sensing number the same way one might sense color) is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematics disabilities.

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Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 40 , 2017 , e175
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Copyright
Copyright © Cambridge University Press 2017 

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