Three requirements for justifying an educational neuroscience
Mathematical and cognitive predictors of the development of mathematics
Longitudinal study of low and high achievers in early mathematics
Domain-specific and domain-general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade
Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study
The cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic
The development of executive functions and early mathematics: A dynamic relationship
Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children
The relative importance of two different mathematical abilities to mathematical achievement
Cognitive correlates of performance in advanced mathematics
Editorial Acknowledgement