LSRI: Childrens mapping between different representations of number

Seminar Cancelled

Camilla Gilmore
University of Nottingham 

Numerous studies show that humans possess a ‘number sense’ system that supports non-symbolic representation and processing of number. This system allows infants, children and adults to distinguish and manipulate set of items on the basis of number. When children learn to count and are taught arithmetic in school, they acquire a symbolic system to represent and process number. These symbolic representations become mapped onto children’s pre-existing non-symbolic representations. However, we currently know little about how this mapping process takes place. I will present data from a series of studies that examine the nature of this mapping in children and adults, and consider the role it plays in learning formal mathematics.

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