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Numerical and mathematical processing skills has a long history from the ancient classical Greeks Plato, Aristotle Frank, Mendel [1] to the birth of modern psychology, with John Dewey [2], Conant [3], O’Shea [4], suggesting that children learn numerical concepts by reinforcement, not in an abstract way, by identifying similarities, differences of empirical individual units, forming general concepts. This essay follows through the recent evolution of neuroimaging studies debate, sets the theoretical context of three dominant theories that influenced the context of research tools/methods; and how neuroscientific research has contributed uniquely to the understanding of numerosity. The essay concludes with a cogent argument that alternative research tools are necessary, complimentary, and multidisciplinary research generates different types/levels of new hypotheses, ensuing more reliable and valid information which benefits individuals, educationalists and society at large. Numerical processing (referring to arithmetic, mathematics, geometry and advanced computation) is huge. The paper is an eclectic review of the neurotypical findings of general numerical processing only but excludes dyscalculia Menon [5].

Neuroimaging Contributions to the Understanding of Neuropsychological Cognitive Processing for Numeracy and Mathematics