Dept of Mathematics Education seminar: 19 March 2025

2-3 pm (40 mins Presentation + 20 mins Q&A): Dr Stephan Vogel

University of Graz

[stephan.vogel@uni-graz.at]

The Neural Basis of Mathematical Skills: Exploring Domain-Specific and Domain-General Cognitive Abilities

Abstract

The development of mathematical skills is intrinsically connected to different domain-specific and domain-general cognitive abilities. Domain-specific abilities encompass mental processes that are unique to a particular domain. In the case of mathematics, the symbolic understanding of numerical quantities and numerical order—the number of elements within a set and the sequence of numbers respectively—form a crucial domain-specific foundation for arithmetic proficiency. Conversely, domain-general abilities relate to cognitive processes that span across multiple domains. Executive functions, including working memory, are a classical example of such abilities.

In my talk, I will discuss both domain-specific and domain-general cognitive abilities from a neurocognitive perspective. I will explore the brain’s association with the perception of symbolic numbers and ordinal patterns, as well as their connection to arithmetic competencies. Additionally, I will investigate the neural correlates of inhibitory control, a domain-general ability that involves the suppression of conflicting representations, in the context of arithmetic problem solving. This is of particular interest, as research studies suggest that children with mathematical difficulties exhibit a heightened susceptibility to interference from competing representations.

4 - 5pm (40 mins Presentation + 20 mins Q&A): Dr Francesco Sella

Loughborough University

[F.Sella@lboro.ac.uk]

The Role of Familiarity in Number Order Processing and Its Relation to Arithmetic Skills

Abstract

Number order processing has received increasing attention due to its close relationship with mathematical achievement. One of the most commonly used tasks to assess number order processing is the number order verification task, where participants judge whether a three-digit sequence is in order (e.g., 1-2-3). The ability to quickly verify number sequences has been linked to mathematical achievement, particularly arithmetic. A key effect in number ordering is the reverse distance effect (RDE), where consecutive sequences with a distance of one (e.g., 1-2-3) are processed more quickly than non-consecutive ones (e.g., 1-3-5). However, this effect has been challenged by the idea that familiarity may better explain the response pattern. In this view, familiar sequences are processed more quickly than unfamiliar ones, regardless of numerical distance. Accordingly, sequences such as 2-4-6 and 3-6-9, despite being non-consecutive, are quickly processed due to being part of familiar multiplication tables. In this presentation, I will discuss multiple studies exploring the role of familiarity in number order processing and examine how familiarity in ordering relates to arithmetic skills.