Numerosity sense correlates with fluent mathematical abilities

The ability to handle non-symbolic numerosity has been recurrently linked to mathematical abilities. The accumulated data provide a rich resource that can reflect the underlying properties (i.e., dot ratio, area, convex hull, perimeters, distance, and hash) of numerosity processing. This article reports a database of numerosity processing in the Chinese population. The database contains five independent datasets with 7459, 4902, 415, 671, 414 participants respectively. For each dataset, all data were collected in the same online computerized test, examination room, professorial tester, and using the same protocols. Computational modeling method could be used to extract the dot ratio and visual properties of numerosity from five types of dot stimuli. This database enables researchers to test the theoretical hypotheses regarding numerosity processing using a large sample population. The database can also indicate the individual difference of non-symbolic numerosity in mathematical abilities.

show abstract

“…The task in Dataset 3 was adapted from TEMA2 and published previously 32 . Two sets of black dots distributed in two circles.…”

Section: Methodsmentioning

confidence: 99%

“…The task in Dataset 5 was adapted from Halberda et al . 3 and published previously as Dataset 3 32 . Red and blue dots were mixed with no overlap.…”

Section: Methodsmentioning

confidence: 99%

The database for extracting numerical and visual properties of numerosity processing in the Chinese population

et al. 2023

Self Cite

View full text Add to dashboard Cite

show abstract

“…Nestas abordagens, há pontos em comum ao priorizar o contexto como fonte de sentido. Há abordagens que partem do psicológico (Barwell, 2013;Hadamard, 1945;Pimm et al, 2014, p. 26;Zhang et al, 2022), outras do comunitário (Graff;Ripardo, 2023;Sfard, 2018). Essas abordagens, ainda que distintas, têm a noção de que ao se fazer matemática é uma ação, indiv idual ou coletiva, e não a expressão de um dom interno de natureza superior.…”

Section: Modelos Mentais E Discursivos Em Educação Matemáticaunclassified

Materialidades Discursivas Em Etnomatemática

Lourenço

2024

Policromias

View full text Add to dashboard Cite

Este artigo investiga como os marcadores discursivos influenciam o raciocínio numérico naresolução de problemas de matemática. O estudo analisa respostas de alto desempenho naOlimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) entre 2010 e 2013.A análise revela que a linguagem, além de expressar palavras, também materializa números eimagens de forma estilística. A diversidade de estilos linguísticos nas respostas não interfere na suaeficácia matemática.A partir da perspectiva de análise de discurso de Michel Pêcheux, explora como variações culturaisem palavras, números e imagens criam possibilidades discursivas para uma comunicaçãomatemática eficiente. Argumenta-se que a integração de referências e práticas culturalmenterelevantes na educação matemática aprimora a capacidade dos alunos de articular e interagir comdiferentes modos semióticos em suas respostas.O estudo examina como os marcadores discursivos operam lógicas lexicais, numéricas e visuais,gerando um efeito de sentido próprio de cada resposta. Enfatiza a importância de pesquisasfuturas sobre os aspectos estilísticos e discursivos da educação matemática, a fim de compreendercomo essas dimensões se inter-relacionam e são influenciadas por fatores sociais, históricos eculturais.

show abstract

Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

Cui,

Zhang,

Zhou

et al. 2024

Applied Cognitive Psychology

View full text Add to dashboard Cite

Formal education would promote symbolic number processing ability, but the relationship between non‐symbolic number sense and mathematical education remains controversial. The current investigation hypothesized that non‐symbolic number sense is independent from the limited human experience of mathematical education, while symbolic number processing could be influenced by related closely to mathematical education. Experiment 1 compared both non‐symbolic number sense and arithmetic computation of undergraduates majoring in STEM fields and humanities. Experiment 2 compared homologous undergraduates from China and Kyrgyzstan in non‐symbolic number sense and mathematical cognitive processing. Both of two experiments found that mathematical education was significantly associated with symbolic mathematics, but not with non‐symbolic number sense. The results suggest that while mathematical education might improve symbolic mathematics, it does not alter non‐symbolic number sense.

show abstract

Numerosity sense correlates with fluent mathematical abilities

Cited by 6 publications

References 128 publications

The database for extracting numerical and visual properties of numerosity processing in the Chinese population

The database for extracting numerical and visual properties of numerosity processing in the Chinese population

Materialidades Discursivas Em Etnomatemática

Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

Contact Info

Product

Resources

About