Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits
Author(s) / Creator(s)
Ferres-Forga, Nuria
Halberda, Justin
Batalla-Ferres, Ariadna
Bonatti, Luca L.
Abstract / Description
Exact arithmetic abilities require symbolic numerals, which constitute a precise representation of quantities, such as the Arabic digits. Numerical thinking, however, also engages an intuitive non-linguistic number sense, the Approximate Number System (ANS). The ANS allows us to discriminate quantities, approximate arithmetic transformations, and estimate quantities, all without counting individual items. Although the ANS does not require language, estimations made by means of the ANS can be expressed with number words or Arabic digits. A connection between the ANS and school math performance has been established. A child’s accuracy in mapping from approximate quantities to Arabic digits is associated with children’s symbolic math abilities and can also predict their success at learning new arithmetic skills. Here, we explore whether directly training the mapping between estimated quantities and Arabic digits transfers to better math proficiency. The control training was based on discriminating quantity representations, without involving digits. Each of these three-week computer-based trainings were added to the school schedule. We measured improvements in approximate and exact arithmetic after training. Both the experimental and the control group improved in approximate arithmetic performance. However, in exact arithmetic, results show that strengthening the digit-quantity relation improved the 7-year-olds’ competence in symbolic additions and subtractions over and above the improvement measured in the control group. Our results speak to the complexity of the factors involved in developing mathematical abilities, making the case that training the mapping from estimated quantities to digits can be particularly effective in improving children’s mathematical performance.
Keyword(s)
approximate number system Arabic digits mapping mathematics education numerical cognition symbolic and nonsymbolic arithmeticPersistent Identifier
Date of first publication
2022-03-31
Journal title
Journal of Numerical Cognition
Volume
8
Issue
1
Page numbers
123–147
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Ferres-Forga, N., Halberda, J., Batalla-Ferres, A., & Bonatti, L. L. (2022). Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits. Journal of Numerical Cognition, 8(1), 123-147. https://doi.org/10.5964/jnc.8075
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Author(s) / Creator(s)Ferres-Forga, Nuria
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Author(s) / Creator(s)Halberda, Justin
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Author(s) / Creator(s)Batalla-Ferres, Ariadna
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Author(s) / Creator(s)Bonatti, Luca L.
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PsychArchives acquisition timestamp2022-04-14T11:22:20Z
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Made available on2022-04-14T11:22:20Z
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Date of first publication2022-03-31
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Abstract / DescriptionExact arithmetic abilities require symbolic numerals, which constitute a precise representation of quantities, such as the Arabic digits. Numerical thinking, however, also engages an intuitive non-linguistic number sense, the Approximate Number System (ANS). The ANS allows us to discriminate quantities, approximate arithmetic transformations, and estimate quantities, all without counting individual items. Although the ANS does not require language, estimations made by means of the ANS can be expressed with number words or Arabic digits. A connection between the ANS and school math performance has been established. A child’s accuracy in mapping from approximate quantities to Arabic digits is associated with children’s symbolic math abilities and can also predict their success at learning new arithmetic skills. Here, we explore whether directly training the mapping between estimated quantities and Arabic digits transfers to better math proficiency. The control training was based on discriminating quantity representations, without involving digits. Each of these three-week computer-based trainings were added to the school schedule. We measured improvements in approximate and exact arithmetic after training. Both the experimental and the control group improved in approximate arithmetic performance. However, in exact arithmetic, results show that strengthening the digit-quantity relation improved the 7-year-olds’ competence in symbolic additions and subtractions over and above the improvement measured in the control group. Our results speak to the complexity of the factors involved in developing mathematical abilities, making the case that training the mapping from estimated quantities to digits can be particularly effective in improving children’s mathematical performance.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationFerres-Forga, N., Halberda, J., Batalla-Ferres, A., & Bonatti, L. L. (2022). Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits. Journal of Numerical Cognition, 8(1), 123-147. https://doi.org/10.5964/jnc.8075en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5525
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6129
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.8075
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Is related tohttps://doi.org/10.23668/psycharchives.5633
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Keyword(s)approximate number systemen_US
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Keyword(s)Arabic digitsen_US
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Keyword(s)mappingen_US
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Keyword(s)mathematics educationen_US
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Keyword(s)numerical cognitionen_US
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Keyword(s)symbolic and nonsymbolicen_US
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Keyword(s)arithmeticen_US
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Dewey Decimal Classification number(s)150
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TitleImproving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digitsen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers123–147
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Volume8
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Visible tag(s)Version of Recorden_US