Determining the Locus of Individual Differences in Mathematical Skill: A Tri-level Hypothesis Approach. Technical Report 2002-09

In this paper, I address the pervasive phenomenon of individual differences in basic mathematical skill among adults. Within the framework outlined by Marr (1982), differences in mathematical skill must reflect differences at one or more of the following levels: computational theory (mapping), choice of representation and algorithm (solution procedure), or hardware implementation (brain). Research from the areas of neuroscience and cognitive psychology is evaluated with the goal of exploring which levels are indicative of individual differences in mathematical skill.