The relationship between approximate number system and mathematical achievement in 5–6 years children: a parallel mediation analysis

ABSTRACT

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_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.

KEYWORDS:

• Approximate number system (ANS)
• mathematics achievement
• inhibition control
• visual form perception

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the 2020 National Education Sciences Planning “Research on the Theory and Practice of Kindergarten STEM Education Based on Deep Learning” [grant number BHA200151].

Notes on contributors

Jingyang Hua

Jingyang Hua is a master’s candidate in Preschool pedagogy at the Faculty of Education in Henan University.

Yajie Zhang

Yajie Zhang is an associate professor of mathematics learning and STEM education at Henan University.