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The association between higher education and approximate number system acuity
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
2014 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 5, 462- p.Article in journal (Refereed) Published
Abstract [en]

Humans are equipped with an approximate number system (ANS) supporting non-symbolic numerosity representation. Studies indicate a relationship between ANS-precision (acuity) and math achievement. Whether the ANS is a prerequisite for learning mathematics or if mathematics education enhances the ANS remains an open question. We investigated the association between higher education and ANS acuity with university students majoring in subjects with varying amounts of mathematics (mathematics, business, and humanities), measured either early (First year) or late (Third year) in their studies. The results suggested a non-significant trend where students taking more mathematics had better ANS acuity and a significant improvement in ANS acuity as a function of study length that was mainly confined to the business students. The results provide partial support for the hypothesis that education in mathematics can enhance the ANS acuity.

Place, publisher, year, edition, pages
2014. Vol. 5, 462- p.
Keyword [en]
approximate number system, arithmetic fluency, higher education, numeracy
National Category
Psychology
Identifiers
URN: urn:nbn:se:uu:diva-227718DOI: 10.3389/fpsyg.2014.00462ISI: 000336136800001OAI: oai:DiVA.org:uu-227718DiVA: diva2:731034
Funder
Swedish Research Council
Available from: 2014-06-30 Created: 2014-06-30 Last updated: 2017-12-05Bibliographically approved

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