Foundational Changes in Number Representation Induced by Early Elementary Education

The first years of formal schooling produce changes in children’s exact number skills that are supported by functional changes in cortical systems associated with visual symbolic and intuitive approximate number. McCandliss will focus on how new neuroscience evidence that spans these early years and informs our understanding of the relationship between pre-existing intuitive representations of approximate numerical values and advances in exact symbolic number concepts induced by K-3rd grade education.