This scholarly work examines the cognitive processes involved in numerical learning, focusing on the distinction between procedural and declarative knowledge systems. Drawing on research in educational psychology and cognitive science, the author investigates how learners acquire mathematical concepts and the underlying mental mechanisms that support numerical understanding. The book addresses fundamental questions about how symbolic codes (written and oral Arabic numerals) and non-symbolic codes (magnitudes) interact during the learning process. Intended for researchers and educators in mathematics education, it provides insights into the theoretical foundations of numerical cognition and their practical implications for teaching methodologies.

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