A new issue of ZDM – The International Journal on Mathematics Education has been published, and the focus of this theme issue is on cognitive neuroscience and mathematics learning. The issue contains a number of interesting articles:

• Low numeracy and dyscalculia: identification and intervention, by Brian Butterworth and Diana Laurillard
• Bringing brain imaging to the school to assess arithmetic problem solving: chances and limitations in combining educational and neuroscientific research, by Andreas Obersteiner and colleagues
• Mathematical cognition: individual differences in resource allocation, by Boris Bornemann and colleagues
• Neural correlates of counting large numerosity, by Laure Zago and colleagues
• Cognitive resource allocation for neural activity underlying mathematical cognition: a multi-method study, by S. Landgraf, E. van der Meer and F. Krueger
• Computing solutions to algebraic problems using a symbolic versus a schematic strategy, by Kerry Lee and colleagues
• Evidence from cognitive neuroscience for the role of graphical and algebraic representations in understanding function, by Michael O.J. Thomas, Anna J. Wilson, Michael C. Corballis, Vanessa K. Lim and Caroline Yoon
• Overcoming intuitive interference in mathematics: insights from behavioral, brain imaging and intervention studies, by Ruth Stavy and Reuven Babai
• Long-term characteristics of analogical processing in high-school students with high fluid intelligence: an fMRI study, by Franziska Preusse and colleagues
• Traveling down the road: from cognitive neuroscience to mathematics education … and back, by Bert De Smedt and Lieven Verschaffel (commentary paper)
• Promises and potential pitfalls of a ‘cognitive neuroscience of mathematics learning’, by Roland H. Grabner and Daniel Ansari

Guest editors, Elsbeth Stern and Michael Schneider have also written an editorial (A digital road map analogy of the relationship between neuroscience and educational research), and Roland H. Grabner, Daniel Ansari, Bert De Smedt and Minna Hannula have written a Glossary of technical terms in cognitive neuroscience, which are also part of this theme issue. So, if you are interested in the link(s) between neuroscience and mathematics education, this theme issue should be an evident post on your reading list!