This article examines the influence of mental arithmetic on the development of mathematical abilities. This domain represents a fundamental cognitive function that underpins mathematical thinking. Over the past decades, interest in this issue has significantly increased due to advancements in neuroscience, psychology, and educational technologies. However, despite extensive research, unresolved questions remain regarding the neural mechanisms underlying mental calculations, the impact of external factors on arithmetic performance, and the effectiveness of various training methods. The objective of this study is to systematize contemporary scientific perspectives on mental arithmetic and its effects on the development of mathematical abilities. A review of the literature reveals that researchers employ a wide range of approaches, from neuroimaging techniques to cognitive experiments focused on the role of auditory and visual stimuli. Nonetheless, scientific debates persist concerning the neuropsychological models of mental arithmetic, its interaction with working memory, and attentional processes. It is concluded that mental arithmetic is a complex, multifaceted process influenced by both individual characteristics and external conditions. The author’s contribution lies in proposing a conceptual framework for understanding the impact of mental arithmetic on the development of mathematical abilities. These findings will be of interest to psychologists, neuroscientists, educators, and developers of mathematical training programs.

cognitive processes, mathematical abilities, mental arithmetic, neuroscience, numerical cognition, cognitive training

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