Dyscalculia: From Brain to Education

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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior (2013, neutral): “NDE(RT): [1–9] Acc, NDE(acc), RT RT: [2–8] w: [5–16]”
Multiple components of developmental dyscalculia (2013, background): “An impaired or inaccurate quantity representation of this type, often referred to as approximate number system (ANS), is taken to be the core deficit of DD [14,27].”
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “Butterworth et al. (2011), for example, demonstrated that students with MD struggle with comparing numbers more than students without MD.”
Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults (2022, background): “Arithmetic or mathematical skills are a strong predictor of the success of one’s academic achievement, future career, and socio-economic status [1,2].”