The Relationship Between the Approximate Number System and Formal Mathematics

Overview

Objectives/Goals The objective of this experiment was to find if there is a relationship between the approximate number system (the ability to tell more from less without counting) and formal mathematics skills. Methods/Materials The participants were 80 8th graders. Each subject completed an arithmetic test, a geometry test, and the computerized dots test (a measure of the approximate number system). Half the subjects received the mathematics tests first and half received the dots test first. Results There was not a significant correlation between performance on the dots test and the arithmetic test or between the dots test and the geometry test. Performance on the dots test was not different between student who were in an Algebra class or the more advanced Geometry class. Students in a Geometry class performed significantly better on the arithmetic and geometry tests than the students enrolled in an Algebra class. Conclusions/Discussion Contrary to the hypothesis there was not a significant correlation between the results from the dots test and the two mathematics tests in the 8th grade students. This experiment still leaves open the question if helping young students with approximate number skills will have an impact on their ability to do better in math classes.

Competition history

• CSEF 2010 Cognitive Science (Junior Division Only) · Entry J0611

Resources

• CSEF project summary ↗

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