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Open research questions in Cognitive and developmental aspects of mathematical skills

835 gap statements mined from Cognitive and developmental aspects of mathematical skills papers in our 7.9M-paper local library, which holds 8,012 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

What the literature leaves open

  • There is a lack of research on the use of the DCM approach in different educational contexts. The study aims to fill this gap by examining the use of the DCM approach in a sample of Greek-speaking children. The study provides evidence for the use of the DCM approach in identifying patterns of cognitive strengths and weaknesses related to academic achievement.

    Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children · 2024 · DOI

  • There is a need to explore the impact of visual representations on comprehension and correct solutions. The study aims to address the gap by investigating the connection between visual reasoning and problem-solving processes.

    The Effect of Visual Reasoning on Arithmetic Word Problem Solving · 2024 · DOI

  • It remains unclear, however, why performance falls to chance given that infants approximately enumerate larger collections.

    The big–small problem in infant number cognition · 2026 · DOI

  • Number processing is crucial for math competence, yet the neural underpinnings remain unclear.

    Reduced dependence on sensorimotor processing in the brain is associated with higher math skills in adults · 2026 · DOI

  • Yet, the function of these regions remains debated with some research suggesting selectivity for digits and others suggesting a visual stimulus-independent role in mathematical processing.

    Regions in the human inferior temporal gyrus are engaged in numerosity processing across visual stimulus categories · 2026 · DOI

  • The purpose of this review is to provide a broad overview of the cognitive, neural, and affective underpinnings of numerical cognition-spanning the earliest hours of infancy to senior adulthood-and highlight gaps in our knowledge that remain to be addressed.

    Numerical cognition across the lifespan: A selective review of key developmental stages and neural, cognitive, and affective underpinnings · 2025 · DOI

  • Loss of numeracy is commonly comorbid with aphasia following stroke, yet little is known about the neural basis of this relationship.

    Lesion-symptom mapping reveals differential relationships between language and precise versus approximate numeracy · 2025 · DOI

  • However, it remains unclear which specific structural disconnections also hinder successful remediation in the chronic stage of stroke.

    Arithmetic fact retrieval deficits in chronic stroke – A deficit of relearning? · 2025 · DOI

  • However, it remains unclear whether and how finger training can benefit arithmetic.

    Finger motor representation supports the autonomy in arithmetic: neuroimaging evidence from abacus training · 2024 · DOI

  • Prior research has not fully elucidated the mediating and moderating roles of mathematical problem-solving skills in this relationship.

    The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students number sense and mathematics self-efficacy · 2026 · DOI

  • Previous studies have rarely examined qualitative shifts in the processes involved in patterning instruction. There is a need to investigate the effect of support programs on repeating pattern recognition in at-risk first graders.

    Developing repeating pattern recognition in at-risk first graders: an eye-tracking evaluation of a support program · 2026 · DOI

  • From an instructional perspective, future research should address the practical question of whether brief, structured support can move at-risk children away from element-by-element checking towards relational validation, and what the rationale for intervention should be beyond immediate test score superiority.

    Developing repeating pattern recognition in at-risk first graders: an eye-tracking evaluation of a support program · 2026 · DOI

  • The lack of a valid and reliable instrument for assessing teachers' self-efficacy regarding dyscalculia. The need for a scale that can evaluate teachers' self-efficacy in supporting students with dyscalculia. The absence of a comprehensive framework for understanding teachers' self-efficacy in the context of dyscalculia.

    Teachers’ Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale · 2026 · DOI

  • The study also faced challenges in terms of the limited sample size and the need for further research to explore the relationship between mathematical skills and computational thinking.

    The Relationship Between Pattern Skills and Computational Thinking Skills in Young Children Aged 5–6 · 2026 · DOI

  • There is a notable gap in empirical research on the relationship between computational thinking and mathematical skills at the preschool level. Prior studies have focused on theoretical frameworks, but there is a need for empirical evidence to support these frameworks.

    The Relationship Between Pattern Skills and Computational Thinking Skills in Young Children Aged 5–6 · 2026 · DOI

  • Future research could examine CCC’s effects across other basic operations or compare CCC with alternative strategies (or hybrids that combine CCC with other fluency-building techniques). Beyond mathematics, CCC is adaptable to subjects such as Turkish, English, and Social Studies; studies exploring its effects in these domains could broaden teacher uptake.

    Effectiveness of the Cover–Copy–Compare (CCC) Procedure in Developing Fluency in Basic Multiplication Facts for a Student with Mathematics Difficulties · 2026 · DOI

  • The study addresses the need for more research on the cognitive demands of solving geometry problems based on diagram properties.

    Complexity of geometrical problems as a function of field-(in)dependency and (a)symmetry of geometry diagrams: an ERP study · 2026 · DOI

  • The study aims to address this gap by examining the influence of selected socio-economic variables on students’ capacity to overcome learning challenges.

    Navigating Barriers in Learning Mathematics among Grade 8 Students · 2026 · DOI

  • There exist research gaps regarding the multilingual and multicultural perspectives on non-English contexts and the roles of siblings. The study aims to address this gap by exploring the multilingual and multicultural resources available to immigrant students.

    How do multilingual and multicultural resources from family members influence immigrant students’ mathematics learning? An exploratory multiple-case study in Shanghai, China · 2026 · DOI

  • There is a lack of research on the role of stuckness in student groups' problem-solving processes. Prior research has not fully explored the potential of dynamic tools and opportunities for collaboration and reflection to trigger and sustain situational interest in mathematics.

    Exploring the sustaining of mathematics interest: students navigating stuckness during online small-group activity · 2026 · DOI

  • Building on the present findings, future research should adopt multi-site designs to test the model’s effectiveness across diverse geographical, cultural, and socio-economic contexts. Including schools with varying levels of technological infrastructure would provide a clearer picture of the scalability and adaptability of AI-enhanced mathematics instruction.

    AI meets Piaget and Vygotsky: A theory-driven approach to fraction learning in Greek lower secondary mathematics · 2026 · DOI

  • The ability to comprehend oral numbers is central to numerical literacy, yet the mechanisms enabling it are still poorly understood.

    A phonological input buffer for numbers · 2025 · DOI

  • The intervention effect of the cognitive intervention math module in students with low attention remains under-researched - There is a need to design targeted cognitive intervention programs based on PASS cognitive…

    Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory · 2024 · DOI

  • Further research is needed to replicate the study's findings in different educational contexts, - Further research is needed to compare the DCM method to other methods, - Further research is needed to examine the effectiveness of the DCM method in identifying learning…

    Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children · 2024 · DOI

  • The study had a limited sample size - The study did not include an active control group - The results may not be generalizable to other…

    Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory · 2024 · DOI

Most-cited papers in Cognitive and developmental aspects of mathematical skills

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Open questions raised by papers listed on this page include: (1) It remains unclear, however, why performance falls to chance given that infants approximately enumerate larger collections (“The big–small problem in infant number cognition”, 2026); (2) Number processing is crucial for math competence, yet the neural underpinnings remain unclear (“Reduced dependence on sensorimotor processing in the brain is associated with…”, 2026); (3) Prior research has not fully elucidated the mediating and moderating roles of mathematical problem-solving skills in this relationship (“The mediating and moderating role of mathematical problem-solving skills in the…”, 2026); (4) There is a need to investigate the effect of support programs on repeating pattern recognition in at-risk first graders (“Developing repeating pattern recognition in at-risk first graders: an…”, 2026); (5) The lack of a valid and reliable instrument for assessing teachers' self-efficacy regarding dyscalculia (“Teachers’ Self-Efficacy in Dyscalculia: Development and Psychometric Validation…”, 2026). 835 gap statements have been mined from Cognitive and developmental aspects of mathematical skills papers in our 7.9M-paper local library, which holds 8,012 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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