The Development of Numerical and Arithmetical Skills in Children: the Processing of Symbolic and Non-Symbolic Quantities

The acquisition of numerical and mathematical skills is one of the primary objectives of formal education. This contribution is a critical review of the studies that have examined the development of the processing of symbolic and non-symbolic quantities in primary school children, and the impact that these skills have on the development of arithmetic skills. Furthermore, the evidence on developmental dyscalculia and the effectiveness of training for the development of numerical representation is examined. Understanding the development of symbolic and non-symbolic numerical magnitude is fundamental to plan more effective didactic interventions for the acquisition of numerical and arithmetic skills.