Is Nonsymbolic Arithmetic Truly "Arithmetic"? Examining the Computational Capacity of the Approximate Number System in Young Children

Autor/inn/en	Cheng, Chen; Kibbe, Melissa M.
Titel	Is Nonsymbolic Arithmetic Truly "Arithmetic"? Examining the Computational Capacity of the Approximate Number System in Young Children
Quelle	In: Cognitive Science, 47 (2023) 6, (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.13299
Schlagwörter	Young Children; Mathematics Skills; Arithmetic; Problem Solving; Computation; Number Systems + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Number system; Zahlensystem
Abstract	Young children with limited knowledge of formal mathematics can intuitively perform basic arithmetic-like operations over nonsymbolic, approximate representations of quantity. However, the algorithmic rules that guide such nonsymbolic operations are not entirely clear. We asked whether nonsymbolic arithmetic operations have a function-like structure, like symbolic arithmetic. Children (n = 74 4- to -8-year-olds in Experiment 1; n = 52 7- to 8-year-olds in Experiment 2) first solved two nonsymbolic arithmetic problems. We then showed children two unequal sets of objects, and asked children which of the two derived solutions should be added to the smaller of the two sets to make them "about the same." We hypothesized that, if nonsymbolic arithmetic follows similar function rules to symbolic arithmetic, then children should be able to use the solutions of nonsymbolic computations as inputs into another nonsymbolic problem. Contrary to this hypothesis, we found that children were unable to reliably do so, suggesting that these solutions may not operate as independent representations that can be used inputs into other nonsymbolic computations. These results suggest that nonsymbolic and symbolic arithmetic computations are algorithmically distinct, which may limit the extent to which children can leverage nonsymbolic arithmetic intuitions to acquire formal mathematics knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01