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 perception could explain the relationship between kindergarteners' ANS and mathematical achievements. In spring, data were collected from a sample of 180 kindergarteners (M[subscript age] = 5.77 years, SD = 0.59). A parallel mediation analysis was conducted to investigate the role of inhibition control and visual form perception in the link between ANS and math achievement. The results indicated an indirect effect of ANS on mathematical achievements through both inhibition control and visual form perception, with both mediators exhibiting a comparable magnitude. These findings highlight the significance of distinct cognitive abilities that can potentially enhance early mathematical advancement.