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Articles

Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?

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Jill Porter. (2022) Can Children with Down Syndrome Judge Relative Quantity?. International Journal of Disability, Development and Education 69:6, pages 2059-2073.
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Ilse E. J. I. Coolen, Kevin J. Riggs, Myfanwy Bugler & Julie Castronovo. (2022) The approximate number system and mathematics achievement: it's complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children. Journal of Cognitive Psychology 34:6, pages 796-818.
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Felipe Sepúlveda, Cristina Rodríguez & Christian Peake. (2020) Differences and Associations in Symbolic and Non-Symbolic Early Numeracy Competencies of Chilean Kinder Grade Children, considering Socioeconomic Status of Schools. Early Education and Development 31:1, pages 137-151.
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Monica Cuskelly & Rhonda Faragher. (2019) Developmental Dyscalculia and Down Syndrome: Indicative Evidence. International Journal of Disability, Development and Education 66:2, pages 151-161.
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Ilse Elise Johanna Ingrid Coolen, Sixtine Omont-Lescieux & André Knops. (2023) Now you see it, now you don’t - Cognitive skills and their contributions to mathematics across early development. Journal of Cognition 6:1, pages 43.
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Percy K. Mistry, Anthony Strock, Ruizhe Liu, Griffin Young & Vinod Menon. (2023) Learning-induced reorganization of number neurons and emergence of numerical representations in a biologically inspired neural network. Nature Communications 14:1.
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Nayun Kwon & So-Yeon Kim. (2023) Effects of intelligence and approximate number system on the non-symbolic division ability in preschoolers. Frontiers in Psychology 14.
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Eli Zaleznik, Olivia Comeau & Joonkoo Park. (2022) Arithmetic operations without symbols are unimpaired in adults with math anxiety. Quarterly Journal of Experimental Psychology 76:6, pages 1264-1274.
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Valerie F. Reyna & Charles J. Brainerd. (2023) Numeracy, gist, literal thinking and the value of nothing in decision making. Nature Reviews Psychology 2:7, pages 421-439.
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Yuxuan Cai, Shir Hofstetter & Serge O. Dumoulin. (2023) Nonsymbolic Numerosity Maps at the Occipitotemporal Cortex Respond to Symbolic Numbers. The Journal of Neuroscience 43:16, pages 2950-2959.
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Michal Pinhas, David J. Paulsen, Marty G. Woldorff & Elizabeth M. Brannon. (2023) Neurophysiological signatures of approximate number system acuity in preschoolers. Trends in Neuroscience and Education 30, pages 100197.
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Attila Krajcsi, Marta Fedele & Bert Reynvoet. (2023) The approximate number system cannot be the leading factor in the acquisition of the first symbolic numbers. Cognitive Development 65, pages 101285.
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Saifang Liu, Chen Cheng, Peiqian Wu, Liming Zhang, Zhengjun Wang, Wenjun Wei, Yuan Chen & Jingjing Zhao. (2021) Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia. Journal of Learning Disabilities 55:6, pages 499-512.
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Meiling Yang & Junying Liang. (2022) Early number word learning: Associations with domain-general and domain-specific quantitative abilities. Frontiers in Psychology 13.
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Alex M. Silver & Melissa E. Libertus. (2022) Environmental influences on mathematics performance in early childhood. Nature Reviews Psychology 1:7, pages 407-418.
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Elizabeth Spelke & Kristin Shutts. 2022. Quality Early Learning: Nurturing Children's Potential. Quality Early Learning: Nurturing Children's Potential 45 84 .
Alex M. Silver, Leanne Elliott, Bert Reynvoet, Delphine Sasanguie & Melissa E. Libertus. (2022) Teasing apart the unique contributions of cognitive and affective predictors of math performance. Annals of the New York Academy of Sciences 1511:1, pages 173-190.
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Marco Carlo Ziegler & Knut Drewing. (2022) Get in touch with numbers – an approximate number comparison task in the haptic modality. Attention, Perception, & Psychophysics 84:3, pages 943-959.
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David C. Geary. (2022) Sex, mathematics, and the brain: An evolutionary perspective. Developmental Review 63, pages 101010.
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Tristan Roger, Patrick Roger & Marc Willinger. (2022) Number sense, trading decisions and mispricing: An experiment. Journal of Economic Dynamics and Control 135, pages 104293.
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Camila Zugarramurdi, Maria Soledad Assis & Juan Valle-Lisboa. 2022. Cognitive Sciences and Education in Non-WEIRD Populations. Cognitive Sciences and Education in Non-WEIRD Populations 287 303 .
Karin Kucian & Roi Cohen Kadosh. 2022. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics 385 411 .
Karin Kucian & Roi Cohen Kadosh. 2021. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics 1 27 .
Dominique Lopiccolo & Charles B. Chang. (2021) Cultural factors weaken but do not reverse left-to-right spatial biases in numerosity processing: Data from Arabic and English monoliterates and Arabic-English biliterates. PLOS ONE 16:12, pages e0261146.
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Flora Schwartz, Yuan Zhang, Hyesang Chang, Shelby Karraker, Julia Boram Kang & Vinod Menon. (2021) Neural representational similarity between symbolic and non‐symbolic quantities predicts arithmetic skills in childhood but not adolescence. Developmental Science 24:6.
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Noemi Gloor, Delia Leuenberger & Elisabeth Moser Opitz. (2021) Disentangling the Effects of SFON (Spontaneous Focusing on Numerosity) and Symbolic Number Skills on the Mathematical Achievement of First Graders. A Longitudinal Study. Frontiers in Education 6.
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Shipra Kanjlia, Lisa Feigenson & Marina Bedny. (2021) Neural basis of approximate number in congenital blindness. Cortex 142, pages 342-356.
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H Moriah Sokolowski, Zachary Hawes, Lien Peters & Daniel Ansari. (2021) Symbols Are Special: An fMRI Adaptation Study of Symbolic, Nonsymbolic, and Non-Numerical Magnitude Processing in the Human Brain. Cerebral Cortex Communications 2:3.
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Vinod Menon & Hyesang Chang. (2021) Emerging neurodevelopmental perspectives on mathematical learning. Developmental Review 60, pages 100964.
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Xiao LIANG, Jingmei KANG & Lijuan WANG. (2022) The relationship between the approximate number system and mathematical abilities: Evidence from developmental research. Advances in Psychological Science 29:5, pages 827-837.
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David C. Geary, John E. Scofield, Mary K. Hoard & Lara Nugent. (2020) Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning. Developmental Science 24:3.
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S. Bugden, E. Szkudlarek & E.M. Brannon. (2021) Approximate arithmetic training does not improve symbolic math in third and fourth grade children. Trends in Neuroscience and Education 22, pages 100149.
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Michael F Brown & Bridget P Austin. (2021) Bees and abstract concepts. Current Opinion in Behavioral Sciences 37, pages 140-145.
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Karin Kucian & Roi Cohen Kadosh. 2021. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics 1 27 .
Nuria Ferres-Forga & Justin Halberda. (2020) Approximate number system discrimination training for 7-8 year olds improves approximate, but not exact, arithmetics, and only in children with low pre-training arithmetic scores. Journal of Numerical Cognition 6:3, pages 275-303.
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Valerie F. Reyna & Priscila G. Brust‐Renck. (2020) How representations of number and numeracy predict decision paradoxes: A fuzzy‐trace theory approach. Journal of Behavioral Decision Making 33:5, pages 606-628.
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Mateusz Hohol, Klaus Willmes, Edward Nęcka, Bartosz Brożek, Hans-Christoph Nuerk & Krzysztof Cipora. (2020) Professional mathematicians do not differ from others in the symbolic numerical distance and size effects. Scientific Reports 10:1.
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Carolyn Baer & Darko Odic. (2020) The relationship between children’s approximate number certainty and symbolic mathematics. Journal of Numerical Cognition 6:1, pages 50-65.
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Orly Rubinsten, Nachshon Korem, Naama Levin & Tamar Furman. (2020) Frequency-based Dissociation of Symbolic and Nonsymbolic Numerical Processing during Numerical Comparison. Journal of Cognitive Neuroscience 32:5, pages 762-782.
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Eric D. Wilkey & Daniel Ansari. (2019) Challenging the neurobiological link between number sense and symbolic numerical abilities. Annals of the New York Academy of Sciences 1464:1, pages 76-98.
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Eric D. Wilkey, Courtney Pollack & Gavin R. Price. (2018) Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function. Child Development 91:2, pages 596-619.
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Klaus Libertus & Darcy Kayla Smith. 2020. Encyclopedia of Infant and Early Childhood Development. Encyclopedia of Infant and Early Childhood Development 339 346 .
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Katie A. Gilligan, Alex Hodgkiss, Michael S. C. Thomas & Emily K. Farran. (2019) The developmental relations between spatial cognition and mathematics in primary school children. Developmental Science 22:4.
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Eric D. Wilkey & Gavin R. Price. (2018) Attention to number: The convergence of numerical magnitude processing, attention, and mathematics in the inferior frontal gyrus. Human Brain Mapping 40:3, pages 928-943.
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Josetxu Orrantia, David Muñez, Laura Matilla, Rosario Sanchez, Sara San Romualdo & Lieven Verschaffel. (2019) Disentangling the Mechanisms of Symbolic Number Processing in Adults’ Mathematics and Arithmetic Achievement. Cognitive Science 43:1.
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Esther F. Kutter, Jan Bostroem, Christian E. Elger, Florian Mormann & Andreas Nieder. (2018) Single Neurons in the Human Brain Encode Numbers. Neuron 100:3, pages 753-761.e4.
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Gamal Cerda, Estíbaliz Aragón, Carlos Pérez, José I. Navarro & Manuel Aguilar. (2018) The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors of Arithmetic Development. Frontiers in Psychology 9.
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Alf Coles & Nathalie Sinclair. (2018) Re-thinking ‘normal’ development in the early learning of number. Journal of Numerical Cognition 4:1, pages 136-158.
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Julia Siemann & Franz Petermann. (2018) Innate or Acquired? – Disentangling Number Sense and Early Number Competencies. Frontiers in Psychology 9.
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