One of the main goals of the **Math Neuroscience and Education Program** is to **identify children at risk** for math learning differences *before elementary school*. We believe that understanding the ** root causes** of math challenges

In order to acomplish this goal, we are going to develop a *web-based assessment platform* specifically designed to be child-friendly and deployable in large scale. This platoform will host a variety of gamified tasks that have been shown to be robust predictors of math achievement in children *( math primitives)*.

We are also going to include some new experimental tasks that we belive constitute the *cognitive start-up tools* for human *symbolic reasoning**(i.e. reading, math, music, programming)*. One of our hypothesis is that these ** logical primities** will be powerful measures to explain the co-occurences between

- Number sense in infancy predicts mathematical abilities in childhood
- Numeracy skills in young children as predictors of mathematical competence
- Relations of different types of numerical magnitude representations to each other and to mathematics achievement
- In How Many Ways is the Approximate Number System Associated with Exact Calculation?
- Developmental and Individual Differences in Pure Numerical Estimation
- Preschool language and visuospatial skills respectively predict multiplication and addition/subtraction skills in middle school children
- Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense
- Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
- An Extension of the Procedural Deficit Hypothesis from Developmental Language Disorders to Mathematical Disability