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. Author manuscript; available in PMC: 2022 Jun 1.
Published in final edited form as: Dev Rev. 2021 May 3;60:100964. doi: 10.1016/j.dr.2021.100964

Figure 1. Brain network model of mathematical learning.

Figure 1.

Schematic diagram of neurocognitive systems involved in mathematical skill development. The visual number form processing system, anchored in the VTOC, and the quantity representation system, anchored the IPS, build semantic representations of numerical quantity, which form core building blocks for higher-level mathematical cognition (light green). The declarative memory system, anchored in the MTL, plays an important role in long-term memory formation of number and math knowledge and generalization of learning (orange yellow). Parietal and frontal systems, including the IPS, SMG, FEF, and DLPFC, support visuospatial attention for objects and short-term representations and manipulations of quantities (light blue). Finally, prefrontal control circuits, anchored in the DLPFC, VLPFC, and AI, serve as flexible hubs for integrating information across multiple brain systems, thereby facilitating numerical problem-solving skill acquisition (red). AI: anterior insula; DLPFC: dorsolateral prefrontal cortex; IPS: intraparietal sulcus; FEF: frontal eye field; MTL: medial temporal lobe; SMG: supramarginal gyrus; VLPFC: ventrolateral prefrontal cortex; VTOC: ventral temporal-occipital cortex. Adapted from Menon (2016a).