Nurturing the Mathematical Brain: Home Numeracy Practices Are Associated With Children’s Neural Responses to Arabic Numerals Article Swipe
Cléa Girard
,
Thomas Bastelica
,
Jessica Léone
,
Justine Epinat‐Duclos
,
Léa Longo
,
Jérôme Prado
·
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.1177/09567976211034498
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.1177/09567976211034498
Disparities in home numeracy environments contribute to variations in children’s mathematical skills. However, the neural mechanisms underlying the relation between home numeracy experiences and mathematical learning are unknown. Here, parents of 66 eight-year-olds completed a questionnaire assessing the frequency of home numeracy practices. Neural adaptation to the repetition of Arabic numerals and words was measured in children using functional MRI ( n = 50) to assess how sensitive the brain is to the presentation of numerical and nonnumerical information. Disparities in home numeracy practices were related to differences in digit (but not word) processing in a region of the left intraparietal sulcus (IPS) that was also related to children’s arithmetic fluency. Furthermore, digit-related processing in the IPS influenced the relation between home numeracy practices and arithmetic fluency. Results were consistent with a model hypothesizing that home numeracy practices may affect children’s mathematical skills by modulating the IPS response to symbolic numerical information.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1177/09567976211034498
- OA Status
- green
- Cited By
- 14
- References
- 45
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4210651049
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4210651049Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1177/09567976211034498Digital Object Identifier
- Title
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Nurturing the Mathematical Brain: Home Numeracy Practices Are Associated With Children’s Neural Responses to Arabic NumeralsWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2022Year of publication
- Publication date
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2022-02-01Full publication date if available
- Authors
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Cléa Girard, Thomas Bastelica, Jessica Léone, Justine Epinat‐Duclos, Léa Longo, Jérôme PradoList of authors in order
- Landing page
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https://doi.org/10.1177/09567976211034498Publisher landing page
- Open access
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YesWhether a free full text is available
- OA status
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greenOpen access status per OpenAlex
- OA URL
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https://hal.science/hal-03750176Direct OA link when available
- Concepts
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Numeracy, Arabic numerals, Psychology, Fluency, Numeral system, Affect (linguistics), Developmental psychology, Intraparietal sulcus, Cognitive psychology, Literacy, Arithmetic, Communication, Mathematics education, Mathematics, Posterior parietal cortex, PedagogyTop concepts (fields/topics) attached by OpenAlex
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14Total citation count in OpenAlex
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2025: 1, 2023: 6, 2022: 4, 2021: 3Per-year citation counts (last 5 years)
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45Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.between | 19, 120 |
| abstract_inverted_index.parents | 29 |
| abstract_inverted_index.related | 85, 106 |
| abstract_inverted_index.skills. | 11 |
| abstract_inverted_index.However, | 12 |
| abstract_inverted_index.children | 56 |
| abstract_inverted_index.fluency. | 110, 126 |
| abstract_inverted_index.learning | 25 |
| abstract_inverted_index.measured | 54 |
| abstract_inverted_index.numeracy | 3, 21, 41, 82, 122, 136 |
| abstract_inverted_index.numerals | 50 |
| abstract_inverted_index.relation | 18, 119 |
| abstract_inverted_index.response | 147 |
| abstract_inverted_index.symbolic | 149 |
| abstract_inverted_index.unknown. | 27 |
| abstract_inverted_index.assessing | 36 |
| abstract_inverted_index.completed | 33 |
| abstract_inverted_index.frequency | 38 |
| abstract_inverted_index.numerical | 75, 150 |
| abstract_inverted_index.practices | 83, 123, 137 |
| abstract_inverted_index.sensitive | 67 |
| abstract_inverted_index.adaptation | 44 |
| abstract_inverted_index.arithmetic | 109, 125 |
| abstract_inverted_index.consistent | 129 |
| abstract_inverted_index.contribute | 5 |
| abstract_inverted_index.functional | 58 |
| abstract_inverted_index.influenced | 117 |
| abstract_inverted_index.mechanisms | 15 |
| abstract_inverted_index.modulating | 144 |
| abstract_inverted_index.practices. | 42 |
| abstract_inverted_index.processing | 93, 113 |
| abstract_inverted_index.repetition | 47 |
| abstract_inverted_index.underlying | 16 |
| abstract_inverted_index.variations | 7 |
| abstract_inverted_index.Disparities | 0, 79 |
| abstract_inverted_index.differences | 87 |
| abstract_inverted_index.experiences | 22 |
| abstract_inverted_index.Furthermore, | 111 |
| abstract_inverted_index.children’s | 9, 108, 140 |
| abstract_inverted_index.environments | 4 |
| abstract_inverted_index.information. | 78, 151 |
| abstract_inverted_index.mathematical | 10, 24, 141 |
| abstract_inverted_index.nonnumerical | 77 |
| abstract_inverted_index.presentation | 73 |
| abstract_inverted_index.digit-related | 112 |
| abstract_inverted_index.hypothesizing | 133 |
| abstract_inverted_index.intraparietal | 100 |
| abstract_inverted_index.questionnaire | 35 |
| abstract_inverted_index.eight-year-olds | 32 |
| cited_by_percentile_year.max | 98 |
| cited_by_percentile_year.min | 91 |
| corresponding_author_ids | https://openalex.org/A5009268855 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 6 |
| corresponding_institution_ids | https://openalex.org/I100532134, https://openalex.org/I1294671590, https://openalex.org/I154526488, https://openalex.org/I4210095118 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.8799999952316284 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.91179989 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |