Précis of The Number Sense

By Stanislas Dehaene. 2001

450 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3b543c42cbd6a7f9a0fde82b862cf3c7cd0727df

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Number sense in children with visuospatial disabilities: Orientation of the mental number line (2005, background): “With further development the capacity of the number line representation is extended and its representational accuracy increased (Dehaene, 2001; Verguts & Fias, 2004).”
Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity (2015, background): “Based on Piazza, Izard, Pinel, Le Bihan, and Dehaene (2004), participants pressed a key to indicate whether two dot sets presented sequentially had approximately the samenumerosity.”
Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning (2009, background): “…(Butterworth, 1999) or in ‘number sense’ a term denoting the ability to picture and manipulate numerical magnitude on an internal number line (e.g., Dehaene, 2001; Dehaene, Piazza, Pinel, & Cohen, 2003; Lander, Bevan, & Butterworth, 2004; Nuerk, Kaufmann, Zoppoth, & Willmes, 2004; Wilson &…”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “2004; Yang and Li 2008); skills which underpin arithmetical and mathematical fluency (Berch 2005; Dehaene 2001; Jordan et al. 2007).”
Assessing 10- to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test (2015, background): “In addition, number sense plays an important role in our daily life (Dehaene 2001).”
The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review (2019, background): “As a precursor to the development of this mental number line, research postulates an innate sense of number by which humans are able to distinguish between sets to judge which has more (the approximate number system; Dehaene 2001).”
Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. (2006, background): “Lower order number sense is characterized by elementary knowledge about quantity, such as counting and comparing numerical magnitudes (Dehaene, 2001), whereas secondary skills that result from conventional educational activities characterize higher order number sense.”
On the Magnitude Representations of Two-Digit Numbers (2005, background): “Two different variants of the holistic model for two-digit numbers can be distinguished: linear coding with scalar variability and logarithmic coding with fixed variability (see the controversy of Brannon, Wusthoff, Gallistel, & Gibbon, 2001; Dehaene, 2001; Gallistel, Brannon, Gibbon, & Wusthoff, 20”
Numerical development: current issues and future perspectives (2005, background): “…representations purported by Gallistel & Gelman (1992) are assumed to be characterised by a linear mapping from number words to the mental number line (so-called ‘scalar variability’ account; Dehaene, 2001; Seron & Pesenti, 2001; for that controversy in the special issue of Mind and Language).”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, methodology): “Following the arguments by Dehaene (1997, 2001), as well as Case and Okamoto (1996), we expected a significant association between the strength of the distance effect and SNARC effect and mathematical achievement.”
A validation of eye movements as a measure of elementary school children's developing number sense (2008, background): “Number sense is the “ability to quickly understand, approximate, and manipulate numerical quantities” (Dehaene, 2001, p. 16).”
Affect, Moral Intuition, and Risk (2010, background): “This number sense provides the conceptual basis for mapping numerical symbols onto their meaning (eg, Dehaene, 2001 ) and is present even in infants ( Libertus & Brannon, 2009 ).”
Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children (2009, background): “Much evidence suggests that in normal adults, this activation has become strongly automatic (e.g., Dehaene & Akhavein, 1995; Naccache & Dehaene, 2001; Pavese & Umiltà, 1998; Rusconi, Priftis, Rusconi, & Umiltà, 2006).”