Florencio Flores Ccanto
Neuropsychological Development and its Impact on Mathematical Learning in Childhood: A Systematic ReviewThe present study presents a systematic review of the impact of neuropsychological development on mathematical learning in childhood based on 30 peer-reviewed scientific articles indexed in Scopus, published between 2019 and 2025. The study was done in the PRISMA 2020 protocol, with strict inclusion criteria for empirical and theoretical research in Spanish and English, for university settings in the USA, China and Spain. From a neuropsychological perspective, the results suggest that initial mathematics learning is based on the relation between specific and general cognitive processes. The quality of teacher-student learning environment is fundamental to mathematics' learning. Adverse situations with respect to learning pathways in mathematics can be detected, such as early births, traumas in early years and sleeping problems.In addition, games, recreation activities and family involvement are the key to further mathematical reasoning development, the research found. On the other hand, it was found that initial and continuous teacher training is a crucial factor to better mathematics education from an early age. Finally, educational technology tools (e.g., digital apps and creative areas) can contribute to mathematics skills development in the early years. In conclusion, the study has led us to identify, classify, select and interpret the main studies and findings on the initial learning of mathematics based on the links between neuropsychological and cognitive factors and to emphasize executive functions -and numerical sense and language -related to mathematics.