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

Autor/inn/en	Szkudlarek, Emily; Brannon, Elizabeth M.
Titel	Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?
Quelle	In: Language Learning and Development, 13 (2017) 2, S.171-190 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1263573
Schlagwörter	Number Concepts; Symbols (Mathematics); Cognitive Processes; Neurology; Evidence; Literature Reviews; Mathematics Skills; Correlation; Measurement + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Cognitive process; Kognitiver Prozess; Neurologie; Evidenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Messverfahren
Abstract	In this article we first review evidence for the approximate number system (ANS), an evolutionarily ancient and developmentally conservative cognitive mechanism for representing number without language. We then critically review five different lines of support for the proposal that symbolic representations of number build upon the ANS, and discuss potential causes of conflicting findings in the literature. Finally, we consider potential mechanisms that could drive a relationship between the ANS and symbolic math. We conclude that while there is considerable evidence the relationship between the ANS and symbolic math is meaningful, we are far from understanding the cognitive and neural mechanisms that underlie this relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01