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Updated: Feb 15, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
Published on: August 28, 2021
Magnitude, numerosity, and development of number: Implications for mathematics disabilities
Nancy C Jordan1, Luke Rinne1, Ilyse M Resnick2
1School of Education,University of Delaware,Newark,DE 19716njordan@udel.eduluke.rinne@g.mail.comhttps://sites.google.com/a/udel.edu/nancy-jordan/.
Abstract:
Leibovich et al. challenge the prevailing view that non-symbolic number sense (e.g., sensing number the same way one might sense color) is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematics disabilities.
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