Preschool acuity of the approximate number system correlates with school math ability
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TLDR
It is found that children's ANS acuity correlated with their math ability, even when age and verbal skills were controlled for, providing evidence for a relationship between the primitive sense of number and math ability starting early in life.Abstract:
Previous research shows a correlation between individual differences in people’s school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants’ ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children’s math ability and vocabulary size prior to the onset of formal math instruction. We found that children’s ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life.read more
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미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론
TL;DR: The National Council of Teachers of Mathematics (NCTM) as mentioned in this paper proposed a framework for the evaluation of the performance of teachers of mathematics in South Korea, which is based on the concept of a teacher-student relationship.
Journal ArticleDOI
Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis
Michael Schneider,Kassandra Beeres,Leyla Coban,Simon Merz,S. Susan Schmidt,Johannes Stricker,Bert De Smedt +6 more
TL;DR: The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains.
Journal ArticleDOI
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
TL;DR: A few neuroimaging studies revealed that brain activation during number comparison correlates with children's mathematics achievement level, but the consistency of such relationships for symbolic and non-symbolic processing is unclear.
Journal ArticleDOI
Number sense across the lifespan as revealed by a massive Internet-based sample
TL;DR: It is found that population trends suggest that the precision of one’s number sense improves throughout the school-age years, peaking quite late at ∼30 y, and the large individual differences and prolonged development of number sense hold promise for the impact of educational interventions that target the number sense.
Journal ArticleDOI
Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement
Camilla Gilmore,Nina Attridge,Sarah Clayton,Lucy Cragg,Samantha Johnson,Neil Marlow,Victoria Simms,Matthew Inglis +7 more
TL;DR: It is shown that the relationship between performance on a measure of the ANS and mathematics achievement may be an artefact of the inhibitory control demands of some trials of the dot comparison task, suggesting that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate.
References
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Reference EntryDOI
Peabody Picture Vocabulary Test
TL;DR: The Peabody Picture Vocabulary Test (PPVT) as discussed by the authors is an individually administered, norm-referenced test of single-word receptive (or hearing) vocabulary.
미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론
TL;DR: The National Council of Teachers of Mathematics (NCTM) as mentioned in this paper proposed a framework for the evaluation of the performance of teachers of mathematics in South Korea, which is based on the concept of a teacher-student relationship.
Book
The Number Sense: How the Mind Creates Mathematics
TL;DR: In this article, the authors propose quelques observations concernant l'ouvrage de Stanislas Dehaene The number sense, and examine ici en particulier les questions portant sur la relation entre les nombres and le langage dans a perspective cognitive.
Journal ArticleDOI
Core systems of number
TL;DR: This work reviews recent behavioral and neuropsychological evidence that these ontogenetically and phylogenetically shared abilities rest on two core systems for representing number, and identifies one system for representing large, approximate numerical magnitudes, and a second system for the precise representation of small numbers of individual objects.
Book
The Origin of Concepts
TL;DR: Carey argues that the key to understanding cognitive development lies in recognizing conceptual discontinuities in which new representational systems emerge that have more expressive power than core cognition and are also incommensurate with core cognition as mentioned in this paper.
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