We evaluated the presence of consistent spatial-numerical associations in a large sample of preschoolers in both peripersonal, i.e., counting and ordering elements in front of them, and personal space, i.e., counting on fingers.

The relationship between directional indexes and numerical achievement was investigated through a number line task, a give a number task, an Arabic number comparison task and a number reading task.

Results indicate that spatial-numerical mappings in both peripersonal and personal space coexist from an early age and can be used flexibly.

Regardless of directionality, children with a consistent mapping display a more mature, linear representation of numerical value.