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Vandervert L. The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia. Cerebellum Ataxias. 2017;4:12doi: 10.1186/s40673-017-0070-x.
Vandervert, L. (2017). The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia. Cerebellum & ataxias, 412. https://doi.org/10.1186/s40673-017-0070-x
Vandervert, Larry. "The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia." Cerebellum & ataxias vol. 4 (2017): 12. doi: https://doi.org/10.1186/s40673-017-0070-x
Vandervert L. The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia. Cerebellum Ataxias. 2017 Jul 20;4:12. doi: 10.1186/s40673-017-0070-x. eCollection 2017. PMID: 28748095; PMCID: PMC5520362.
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Cerebellum Ataxias. 2017 Jul 20;4:12. doi: 10.1186/s40673-017-0070-x. eCollection 2017.

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia.

Cerebellum & ataxias

Larry Vandervert

Affiliations

  1. American Nonlinear Systems, Spokane, WA USA.

PMID: 28748095 PMCID: PMC5520362 DOI: 10.1186/s40673-017-0070-x

Abstract

BACKGROUND: Mathematicians and scientists have struggled to adequately describe the

RESULTS: It is argued that during infancy the cerebellum learns (1) a first tier of internal models for a primitive physics that constitutes the foundations of visual-spatial working memory, and (2) a second (and more abstract) tier of internal models based on (1) that learns "number" and relationships among dimensions across the primitive physics of the first tier. Within this context it is further argued that difficulty in the early development of the second tier of abstraction (and "number sense") is based on the more demanding attentional requirements imposed on cerebellar inner speech executive control during the learning of cerebellar inverse dynamics models. Finally, it is argued that finger counting improves (does not originate) "number sense" by extending focus of attention in executive control of

DISCUSSION: It is suggested that (1) the origin of mathematics has historically been an enigma only because it is learned below the level of conscious awareness in cerebellar internal models, (2) understandings of the development of "number sense" and developmental dyscalculia can be advanced by first understanding the ultimate foundations of number and mathematics do not simply originate in the cerebral cortex, but rather in cerebro-cerebellar collaboration (predominately driven by the cerebellum).

CONCLUSION: It is concluded that difficulty with "number sense" results from the extended demands on executive control in learning inverse dynamics models associated with cerebellar inner speech related to the second tier of abstraction (numbers) of the infant's primitive physics.

Keywords: Cerebellar inverse dynamics models; Cerebellar somatotopic maps; Cerebellum; Developmental dyscalculia; Finger counting; Inner speech; Mathematics; Number sense; Verbal working memory

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