The last decade has seen a rapid growth in our understanding of the cognitive systems that
underlie mathematical learning and performance, and an increased recognition of the …

We investigate number and arithmetic learning among a Bolivian indigenous people, the
Tsimane', for whom formal schooling is comparatively recent in history and variable in both …

Before learning the cardinal principle (knowing that the last word reached when counting a
set represents the size of the whole set), children do not use number words accurately to …

Human mathematical abilities comprise both learned, symbolic representations of number
and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing …

Learning the cardinal principle (the last word reached when counting a set represents the
size of the whole set) is a major milestone in early mathematics. But researchers disagree …

We show that children in the Tsimane', a farming‐foraging group in the Bolivian rain‐forest,
learn number words along a similar developmental trajectory to children from industrialized …

Children's early math skills have been hailed as a powerful predictor of academic success.
Disparities in socioeconomic context, however, also have dramatic consequences on …

In this study, we assessed how well children's counting books are aligned with current
research on children's emerging numeracy. We coded structural and content features of 120 …

Conceptualizing numbers as discursive constructs generated in, and for the sake of,
communication, we investigated the development of the numerical discourse of Milo, a boy …

Previous findings suggest that mentally representing exact numbers larger than four
depends on a verbal count routine (eg,“one, two, three...”). However, these findings are …