An Integrative Review of the Development of Number Concepts in Children:

From Classical Theories to Contemporary Neurocognitive Evidence

Abstract

This study examines the developmental trajectory of children’s acquisition of number concepts by integrating classical theories of cognitive development with recent findings from neuroscience and linguistics. To this end, relevant studies were systematically collected from major academic databases (e.g., PubMed, Scopus, Google Scholar, and J-STAGE) and analyzed using a comparative framework based on a concept matrix approach. While traditional interpretations based on Piaget’s stage theory have emphasized qualitative shifts in numerical understanding, contemporary research indicates that number concepts emerge earlier and develop more continuously than previously assumed. Specifically, numerical cognition is understood to progress from an approximate, nonverbal number sense (the Approximate Number System: ANS) to exact, language-mediated numerical understanding. Recent empirical studies further demonstrate that linguistic experiences, such as the acquisition of number words and vocabulary development, play a critical role in shaping the development of numerical concepts. In addition, neuroscientific evidence shows that brain regions involved in numerical processing, including the parietal cortex and prefrontal areas, undergo developmental changes that correspond to increasing sophistication in numerical cognition. Taken together, these findings suggest that the acquisition of number concepts is supported by multiple interacting factors across cognitive, linguistic, social, and neural domains. From this integrative perspective, the present study highlights the importance of early numeracy education and underscores the need for a comprehensive understanding of number concept development that bridges cognitive, linguistic, and neurodevelopmental approaches.