Abstract
There is current debate regarding the neurocognitive underpinnings of numerical cognition and its relevance for educational practice. A series of collaborative studies were conducted in Cuba and Chile, during the past 10 years, addressing (1) neural foundations of numerical processing and (2) the specific contributions of domain-specific and domain-general cognitive processes to math proficiency. Here, the rationale and main findings of the brain imaging studies carried out in Cuba, in children with developmental dyscalculia (DD) and children with neurofibromatosis type 1, a genetic disorder presented with high risk of low academic achievement in reading and math, are presented. The implications of behavioral studies conducted in Cuban and Chilean samples regarding the main neurocognitive theories of DD are discussed, and finally, (3) specific recommendations for the early assessment, teaching, and learning of math in the classroom are discussed, in the light of the principles of Precision Education.
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Estévez Pérez, N., Castro Cañizares, D., Orraca Castillo, M. (2022). Number Processing and Low Arithmetic Achievement in Cuban and Chilean Children: From Neurocognitive Theories to Educational Practice. In: Alves, M.V., Ekuni, R., Hermida, M.J., Valle-Lisboa, J. (eds) Cognitive Sciences and Education in Non-WEIRD Populations. Springer, Cham. https://doi.org/10.1007/978-3-031-06908-6_12
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