LSRI: Is non-symbolic 'number sense' related to formal mathematics ability?

Nina Attridge
University of Nottingham

There is growing evidence that humans have an inbuilt `number sense' system, which supports approximate numerical operations. This system is present in infancy and adulthood, providing abstract approximate representations of numerosity, which can be compared and manipulated. Findings suggest that when we learn to deal with symbolic numerals, they may be mapped onto the pre-existing non-symbolic system. However, the relationship between 'number sense' and formal mathematics ability remains unclear. If symbolic arithmetic is aided by the use of a non-symbolic system, then children's understanding of number could be facilitated by improving mapping between systems.

Halberda, Mazzocco, & Feigenson (2008) measured the acuity of 14-year-olds' number sense in a non-symbolic comparison task and related this retrospectively to the children's performance on formal mathematics measures, which had been taken each year from the ages of five to eleven. They found a positive relationship between non-symbolic acuity and performance on symbolic mathematics assessments, controlling for various cognitive factors such as IQ and working memory.

In the present study, participants were assessed for non-symbolic acuity, formal mathematics ability and IQ, among other measures. In contrast to Halberda et al., we found no relationship between formal mathematics ability and accuracy in a non-symbolic comparison task with large numerosities when controlling for IQ. Several possible sources of this discrepancy are discussed.

This event will be live streamed via http://www.lsri.nottingham.ac.uk/live/

This seminar will take place in Room 35a, Flexible Learning Room, LSRI, The Exchange, Jubilee Campus