Numerical magnitude processing in abacus-trained children with superior mathematical ability: an EEG study

Abstract

Distance effect has been regarded as the best established marker of basic numerical magnitude processes and is related to individual mathematical abilities. A larger behavioral distance effect is suggested to be concomitant with lower mathematical achievement in children. However, the relationship between distance effect and superior mathematical abilities is unclear. One could get superior mathematical abilities by acquiring the skill of abacus-based mental calculation (AMC), which can be used to solve calculation problems with exceptional speed and high accuracy. In the current study, we explore the relationship between distance effect and superior mathematical abilities by examining whether and how the AMC training modifies numerical magnitude processing. Thus, mathematical competencies were tested in 18 abacus-trained children (who accepted the AMC training) and 18 non-trained children. Electroencephalography (EEG) waveforms were recorded when these children executed numerical comparison tasks in both Arabic digit and dot array forms. We found that: (a) the abacus-trained group had superior mathematical abilities than their peers; (b) distance effects were found both in behavioral results and on EEG waveforms; (c) the distance effect size of the average amplitude on the late negative-going component was different between groups in the digit task, with a larger effect size for abacus-trained children; (d) both the behavioral and EEG distance effects were modulated by the notation. These results revealed that the neural substrates of magnitude processing were modified by AMC training, and suggested that the mechanism of the representation of numerical magnitude for children with superior mathematical abilities was different from their peers. In addition, the results provide evidence for a view of non-abstract numerical representation.

A one-year classroom-randomized trial of mental abacus instruction for first- and second-grade students

“…In most previous reports of MA expertise, students were self-selecting, highly motivated learners, who may have been especially predisposed to learning math in a visuo-spatial format (Frank & Barner, 2012;Hatano, Miyake, & Binks, 1977;Huang et al, 2015;Stigler, 1984;Stigler, Chalip, & Miller, 1986). Consequently, these studies left open the question of whether MA can be effectively implemented in the classroom environments that serve broader and more representative groups of elementary school children, where significant variability in visual Barner,Athanasopoulou,Chu et al 541 working memory abilities exist.…”

Analisis Kebutuhan Pelatihan Keterampilan Abacus Aritmatika Bagi Guru Madrasah

“…Pada Gambar 1 tersebut diketahui bahwa research berkaitan dengan abacus training, baru ditemukan 10 (sepuluh) dokumen yang relevan Zhang et al, 2023;Yujie et al, 2023;Mou et al, 2022;Nisha et al, 2021;Roy et al, 2020;Huang et al, 2015;Du et al, 2014;Li et al, 2013;Irwing et al, 2008;Hatta & Ikeda, 1988). Di Indonesia belum ditemukan research berkaitan dengan pelatihan keterampilan penggunaan abacus.…”

Children skilled in mental abacus show enhanced non-symbolic number sense

“…Studies consistently show that children skilled in mental abacus have better arithmetic ability than those who did not receive mental abacus training (Amaiwa & Hatano, 1989;Barner et al, 2016;Chen et al, 2006;Donlan & Wu, 2017;Hanakawa, Honda, Okada, Fukuyama, & Shibasaki, 2003;Huang et al, 2015;Ku, Hong, Zhou, Bodner, & Zhou, 2012;Na, Lee, Park, Jung, & Ryu, 2015;Shen, 1999;Stigler, 1984;Wang et al, 2015;Wu et al, 2009). The arithmetic advantage from mental abacus training could be due to the implement of skilled mental abacus (e.g., Barner et al, 2016;Barner et al, 2018;Shen, 2006) or the familiarity of the numbers, arithmetic facts and procedures (e.g., Amaiwa & Hatano, 1989;Donlan & Wu, 2017;Rau, Xie, Li, & Chen, 2015).…”

“…During training, learners should first transform the symbolic numbers (typically Arabic digits) into the non-symbolic number in physical abacus or mental abacus, then perform the computation following the rules of moving beads, and finally transform the non-symbolic number into symbolic number. Second, mental abacus training would result in better arithmetic performance (Amaiwa & Hatano, 1989;Barner et al, 2016;Chen et al, 2006;Donlan & Wu, 2017;Hanakawa, Honda, Okada, Fukuyama, & Shibasaki, 2003;Huang et al, 2015;Ku, Hong, Zhou, Bodner, & Zhou, 2012;Na, Lee, Park, Jung, & Ryu, 2015;Shen, 1999;Stigler, 1984;Wu et al, 2009), which typically has been shown to be associated with the non-symbolic number sense (e.g., Cui et al, 2019;Halberda et al, 2008;.…”