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A pinboard by
Jenny Wang

PhD student, Johns Hopkins University

PINBOARD SUMMARY

I use a computerized quantity comparison game to change children's math performance

Primitive cognitive abilities, such as the ability to compare numbers approximately, have a long evolutionary history. For example, when a monkey in the wild sees one bucket with 5 apple slices and one with 10 apple slices, they can tell which has more. However, the use of language is unique to human beings, which can create thoughts that go well beyond our primitive cognitive abilities, such as the thought of “exactly 7089”. Where do symbolic systems such as language and maths come from?

I began to address this question by examining the building blocks of symbolic maths. Specifically, how does the primitive ability to approximate numerical quantity contribute to symbolic maths learning and performance?

In my research, I use computer games as a tool to experimentally manipulate children's precision at discriminating quantities without counting, and then observe its subsequent effects on children's symbolic maths performance.

So far I have found that brief changes in approximate number precision resulted in changes in preschool children's symbolic maths performance, but not their verbal performance. My ongoing research and future research explore the duration of this manipulation effect and its mechanisms. Together, this line of work may give us more ideas about how to help children with difficulties in learning maths.

5 ITEMS PINNED

Better together: Multiple lines of evidence for a link between approximate and exact number representations: A reply to Merkley, Matejko, and Ansari.

Abstract: The results of our recent experiments suggest that temporarily modulating children's approximate number system (ANS) precision leads to a domain-specific change in their symbolic math performance (Journal of Experimental Child Psychology, 2016, Vol. 147, pp. 82-99). We interpreted these results as evidence for a causal relationship between ANS precision and symbolic math. In a commentary on our work, Merkley, Matejko, and Ansari argue that our methodology limits the interpretation of our results, primarily because our experiments did not meet the criteria for an intervention study as set out by What Works Clearinghouse and others. Here, we clarify the goals and limitations of our study and emphasize the variety of approaches to demonstrating causality. We argue that our goal was not to design and test an intervention or to compare the effectiveness of different treatments. Instead, we aimed to experimentally manipulate one variable (i.e., ANS acuity) and, in a randomized sample of children, observe whether this manipulation had any statistically significant effect on a dependent variable (i.e., performance on a set of symbolic math questions). We provide further analyses to support our assertion that a temporary manipulation of ANS performance does lead to a change in math performance. These results point to a causal relationship between ANS precision and math, and they suggest that further investigation of this relationship will be fruitful.

Pub.: 07 Nov '16, Pinned: 24 Aug '17

The precision of mapping between number words and the approximate number system predicts children's formal math abilities.

Abstract: Children can represent number in at least two ways: by using their non-verbal, intuitive approximate number system (ANS) and by using words and symbols to count and represent numbers exactly. Furthermore, by the time they are 5years old, children can map between the ANS and number words, as evidenced by their ability to verbally estimate numbers of items without counting. How does the quality of the mapping between approximate and exact numbers relate to children's math abilities? The role of the ANS-number word mapping in math competence remains controversial for at least two reasons. First, previous work has not examined the relation between verbal estimation and distinct subtypes of math abilities. Second, previous work has not addressed how distinct components of verbal estimation-mapping accuracy and variability-might each relate to math performance. Here, we addressed these gaps by measuring individual differences in ANS precision, verbal number estimation, and formal and informal math abilities in 5- to 7-year-old children. We found that verbal estimation variability, but not estimation accuracy, predicted formal math abilities, even when controlling for age, expressive vocabulary, and ANS precision, and that it mediated the link between ANS precision and overall math ability. These findings suggest that variability in the ANS-number word mapping may be especially important for formal math abilities.

Pub.: 28 Jun '16, Pinned: 25 Aug '17