Studies have demonstrated a significant correlation between the approximate number system (ANS) and early mathematical achievement. However, various explanations exist regarding the underlying cognitive mechanisms that underpin this association. The present study investigated whether the two hypotheses of inhibition control and visual form…

Although interest in mathematics anxiety in young children (6-11 years) has increased recently, the results of previous studies on the role of mathematics anxiety in the relationship between number sense and math performance are inconsistent. The study's main objective was to establish whether math anxiety is a mediator or a moderator in the…

This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year-olds' symbolic quantitative knowledge (enumeration…

This article describes students learning to build their own numbering system by recognizing and identifying patterns with interlocking cubes in different place values. The students used the Egyptian hieroglyphic numeral system in conjunction with this activity to connect learning in other subjects. Students used prior knowledge of place value to…

There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between…

Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover…

We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…

Anthropological approaches to studying the contextual specificity of mathematical thought and practice in schools can productively inform descriptions and analyses of mathematical practices within and across different teaching and learning contexts. In this paper I argue for an anthropological methodological orientation that takes into…

Background: Math learning is a complex process that entails a wide range of cognitive abilities to be fulfilled. There is sufficient evidence that both general and specific cognitive skills assume a fundamental role, despite the absence of shared consensus about the relative extent of their involvement. Moreover, regarding general abilities, there…

The psychology supporting the use of quantifier words (e.g., "some," "most," "more") is of interest to both scientists studying quantity representation (e.g., number, area) and to scientists and linguists studying the syntax and semantics of these terms. Understanding quantifiers requires both a mastery of the…

Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school…

Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) that supports nonverbal numerical representations across species and throughout development. In this study of 71 ninth…

Chinese pre-school children perform well in learning mathematics compared with English-speaking children. This study investigates the scenes behind Chinese preschool children's mathematics performance using teacher questionnaires and interviews. Results indicated that the Chinese number system appeared to afford advantages to Chinese children in…

The aim of this paper is to investigate the role that auxiliary means (manipulatives such as cubes and representations such as number line) play for kindergartners in working out mathematical tasks. Our assumption was that manipulatives such as cubes would be used by kindergartners easily and successfully whereas the number line would be used by…

How do composing and decomposing numbers connect with the properties of addition? Focus on the ideas that you need to thoroughly understand in order to teach with confidence. The mathematical content of this book focuses on essential knowledge for teachers about numbers and number systems. It is organized around one big idea and supported by…