This article aims to describe the development of numerical cognitive development in humans from infants to secondary schools; what the role of the brain in mathematics learning is; the relationship of cognitive neuroscience with mathematics education; cognitive characteristics with atypical development and cognition in students; and intervention to improve mathematical cognition in elementary school students. Related to the author's suggestion for further research is collaboration between researchers and professional educators that relevant to the field of mathematics learning especially mathematics learning in elementary schools to encourage further progress in understanding not only mathematics, but also increasing knowledge about mathematics in elementary schools, and short- and long-term impact on the education of future generations