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Impact of High Mathematics Education on the Number Sense

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  • Julie Castronovo
  • Silke M Göbel

Abstract

In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS.

Suggested Citation

  • Julie Castronovo & Silke M Göbel, 2012. "Impact of High Mathematics Education on the Number Sense," PLOS ONE, Public Library of Science, vol. 7(4), pages 1-16, April.
    • Handle: RePEc:plo:pone00:0033832
    DOI: 10.1371/journal.pone.0033832
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    References listed on IDEAS

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    1. Justin Halberda & Michèle M. M. Mazzocco & Lisa Feigenson, 2008. "Individual differences in non-verbal number acuity correlate with maths achievement," Nature, Nature, vol. 455(7213), pages 665-668, October.
    2. Michèle M M Mazzocco & Lisa Feigenson & Justin Halberda, 2011. "Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance," PLOS ONE, Public Library of Science, vol. 6(9), pages 1-8, September.
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    Cited by:

    1. Yulia Kuzmina & Tatiana Tikhomirova & Irina Lysenkova & Sergey Malykh, 2020. "Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children," PLOS ONE, Public Library of Science, vol. 15(2), pages 1-23, February.
    2. Danielle Hoffmann & Christophe Mussolin & Romain Martin & Christine Schiltz, 2014. "The Impact of Mathematical Proficiency on the Number-Space Association," PLOS ONE, Public Library of Science, vol. 9(1), pages 1-11, January.
    3. Jade Eloise Norris & Julie Castronovo, 2016. "Dot Display Affects Approximate Number System Acuity and Relationships with Mathematical Achievement and Inhibitory Control," PLOS ONE, Public Library of Science, vol. 11(5), pages 1-15, May.
    4. Carmen Brankaer & Pol Ghesquière & Bert De Smedt, 2014. "Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement," PLOS ONE, Public Library of Science, vol. 9(4), pages 1-11, April.
    5. Delphine Sasanguie & Bert Reynvoet, 2014. "Adults' Arithmetic Builds on Fast and Automatic Processing of Arabic Digits: Evidence from an Audiovisual Matching Paradigm," PLOS ONE, Public Library of Science, vol. 9(2), pages 1-6, February.

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