ABSTRACT
Basic numerical processes correspond to those that develop during the first five or six years of a child’s life, that is, before he or she receives mathematics instruction at school. This corresponds to the approximate number system (Xu & Spelke, 2000), subitizing (Ashkenazi, Mark‐Zigdon & Henik, 2013), the verbal numerical chain (Fuson, Richards & Briars, 1982), counting (Gelman & Gallistel (1978), and the understanding of the cardinal value of number words (Le Corre & Carey, 2007), and then, of Arabic numerals (Siegler & Opfer, 2003). In Chapter 2, we explain these different processes and how they develop. We examine the difficulties that may be encountered at those levels in children with a mathematics learning difficulty or a dyscalculia. We then synthesize the scientific work on interventions or rehabilitation of these processes. Finally, we address the more practical aspects, in particular, the evaluation of these processes and the concrete management of difficulties at these levels.
