The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability

2014 ◽  
Author(s):  
Tin-yau Wong
Keyword(s):  
Mathematics Achievement ◽  
Learning Disability ◽  
Mathematics Learning ◽  
Number System ◽  
Approximate Number System

scholarly journals Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Michèle M. M. Mazzocco ◽  
Laurie B. Hanich ◽  
Maia M. Noeder
Keyword(s):  
Early Childhood ◽  
Mathematics Achievement ◽  
Learning Disability ◽  
Math Achievement ◽  
Mathematics Learning ◽  
School Age ◽  
Math Ability ◽  
Achievement Outcomes ◽  
Grade 3 ◽  
Primary School Age

To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.

scholarly journals Developmental differences in approaches to nonsymbolic comparison tasks

2018 ◽  
Vol 72 (3) ◽  
pp. 436-445 ◽  
Author(s):  
Sarah Clayton ◽  
Matthew Inglis ◽  
Camilla Gilmore
Keyword(s):  
Mathematics Achievement ◽  
Task Performance ◽  
Visual Information ◽  
Number System ◽  
Developmental Differences ◽  
Approximate Number System ◽  
Numerical Information ◽  
Formal Mathematics ◽  
Visual Characteristics ◽  
The Relationship

Nonsymbolic comparison tasks are widely used to measure children’s and adults’ approximate number system (ANS) acuity. Recent evidence has demonstrated that task performance can be influenced by changes to the visual characteristics of the stimuli, leading some researchers to suggest it is unlikely that an ANS exists that can extract number information independently of the visual characteristics of the arrays. Here, we analysed 124 children’s and 120 adults’ dot comparison accuracy scores from three separate studies to investigate individual and developmental differences in how numerical and visual information contribute to nonsymbolic numerosity judgements. We found that, in contrast to adults, the majority of children did not use numerical information over and above visual cue information to compare quantities. This finding was consistent across different studies. The results have implications for research on the relationship between dot comparison performance and formal mathematics achievement. Specifically, if most children’s performance on dot comparison tasks can be accounted for without the involvement of numerical information, it seems unlikely that observed correlations with mathematics achievement stem from ANS acuity alone.

Approximate Arithmetic Abilities in Childhood

2014 ◽  
Author(s):  
Camilla Gilmore
Keyword(s):  
Preschool Children ◽  
Mathematics Achievement ◽  
Potential Role ◽  
Number System ◽  
Approximate Number System ◽  
Exact Arithmetic ◽  
Symbolic Representations

This article reviews recent research exploring children’s abilities to perform approximate arithmetic with non-symbolic and symbolic quantities, and considers what role this ability might play in mathematics achievement. It has been suggested that children can use their approximate number system (ANS) to solve approximate arithmetic problems before they have been taught exact arithmetic in school. Recent studies provide evidence that preschool children can add, subtract, multiply, and divide non-symbolic quantities represented as dot arrays. Children can also use their ANS to perform simple approximate arithmetic with non-symbolic quantities presented in different modalities (e.g. sequences of tones) or even with symbolic representations of number. This article reviews these studies, and consider whether children’s performance can be explained through the use of alternative non-arithmetical strategies. Finally, it discusses the potential role of this ability in the learning of formal symbolic mathematics.

“Approximate number system” training: A perceptual learning approach

2018 ◽  
Vol 81 (3) ◽  
pp. 621-636 ◽  
Author(s):  
Aaron Cochrane ◽  
Lucy Cui ◽  
Edward M. Hubbard ◽  
C. Shawn Green
Keyword(s):  
Perceptual Learning ◽  
Number System ◽  
Learning Approach ◽  
Approximate Number System

scholarly journals Compromised approximate number system acuity in extremely preterm school-aged children

2013 ◽  
Vol 55 (12) ◽  
pp. 1109-1114 ◽  
Author(s):  
Kerstin Hellgren ◽  
Justin Halberda ◽  
Lea Forsman ◽  
Ulrika Ådén ◽  
Melissa Libertus
Keyword(s):  
Number System ◽  
Approximate Number System ◽  
School Aged Children ◽  
Extremely Preterm

scholarly journals PRESTASI BELAJAR MATEMATIKA DITINJAU DARI SIKAP OPTIMIS DAN PESIMIS SISWA SMA

2018 ◽  
Vol 1 (2) ◽  
pp. 19-24
Author(s):  
Lenny Kurniati ◽  
Asef Umar Fakhruddin
Keyword(s):  
High Schools ◽  
Mathematics Education ◽  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Average Score ◽  
Learning Achievement ◽  
Research Hypothesis

Pessimism is the attitude or perspective of an individual who is depicted by uncertainty, despair, and there is no hope for something faced. Conversely, optimism is the attitude of someone who sees things positively. This study aims to find out how students who have optimistic and pessimistic attitudes, and find out the differences in students' mathematics achievement between optimistic and pessimistic students, and if there are better ones. This research was conducted in 4 (four) State High Schools in Semarang City, and 498 XII graders has been chosen randomly. The result is that 55% of students are pessimistic, and 45% are optimistic. The research hypothesis that there are differences in mathematics learning achievement between optimistic and pessimistic students has been proven in the results of this study. Significant differences were also confirmed through the results of statistical calculations, and can be indicated by the average score of the optimistic students is higher than pessimistic students. Further discussion is needed on the implications of the results of this study on mathematics education broadly.

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