NUMERICAL THINKING: SKILL OR TALENT

Authors

  • Diony Marcela Chacón Caballero
  • Wilmer Orlando Villamizar González

DOI:

https://doi.org/10.56219/lneaimaginaria.v1i26.6409

Keywords:

numerical thinking, skill, talent, didactic sequence

Abstract

The theoretical conceptualization of numerical thinking is a subject of debate between mathematics education and cognitive neuroscience. Extreme positions view this construct either as a "soft skill" or, conversely, as a genetically determined trait. This article aims to analyze the theories addressing this phenomenon and the nature of numerical thinking from a neurodidactic perspective. Methodologically, a descriptive-analytical literature review was conducted by consulting and systematizing specialized scientific literature from indexed databases, applying inclusion criteria based on conceptual rigor within the fields of neurodidactics and mathematics education. The expected results suggest that, while there are basic innate neurobiological substrates linked to number sense, the consolidation and progressive development of more complex mathematical competencies depend on school-based pedagogical mediation, brain plasticity, and sociocultural context. Consequently, the debate regarding talent versus skill appears to be a continuum rather than an exclusive dichotomy. Preliminary conclusions emphasize the need to move beyond biological determinism in the classroom; the study concludes that viewing numerical thinking as a skill reshapes teaching practice in terms of inclusion and equity, guiding the design of diversified didactic strategies aimed at optimizing the logical-mathematical capabilities of the entire student body while still providing differentiated support for mathematical talent.

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Author Biographies

Diony Marcela Chacón Caballero

Institución Educativa

Toledo Plata

Cúcuta, Norte de Santander

Colombia

Wilmer Orlando Villamizar González

Institución Educativa

Toledo Plata

Cúcuta, Norte de Santander

Colombia

References

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Radford, L. (2017). The theory of objectification: A Vygotskian perspective on knowing and becoming in mathematics teaching and learning. Brill / Sense. https://www.luisradford.ca/pub/2017%20-%20Radford%20Teoria%20de%20la% 20Objetivacion-Spanish.pdf

Renzulli, J. S. (2016). El modelo de los tres anillos para el desarrollo del talento y las altas capacidades. Ediciones Narcea.

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Published

2026-10-09

How to Cite

Diony Marcela Chacón Caballero, & Wilmer Orlando Villamizar González. (2026). NUMERICAL THINKING: SKILL OR TALENT . LÍNEA IMAGINARIA, 1(26). https://doi.org/10.56219/lneaimaginaria.v1i26.6409

Issue

Vol. 1 No. 26 (2026): Línea Imaginaria

Section

Articulos de Revisión Bibliográfica

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Creative Commons License

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