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 paper reports on an experiment involving 108 sixth-grade French students in which the history of Chinese numeration was used in mathematics education. The aim of this study is to evaluate the relevance of using ancient number systems in mathematics education, which is common in French textbooks. In the experiment a pre-test with usual…

In this paper, we explore student solutions to a free response mathematical assessment task which had opportunities for students to notice structural properties in the context of number systems. In total, 308 students aged between 10 years to 13 years participated in the study. Their responses were analysed to determine whether they noticed…