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Is the ANS linked to mathematics performance?

Matthew Inglis1, Sophie Batchelor1, Camilla Gilmore1

  • 1Mathematics Education Centre,Loughborough University,Loughborough,Leicestershire LE11 3TU,United Kingdomm.j.inglis@lboro.ac.uks.m.batchelor@lboro.ac.ukc.gilmore@lboro.ac.ukhttp://mcg.lboro.ac.uk/mjihttp://mcg.lboro.ac.uk/sbhttp://mcg.lboro.ac.uk/cg.

The Behavioral and Brain Sciences
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Summary
This summary is machine-generated.

Researchers should question if approximate number system (ANS) tasks reflect innate number sense. New analysis suggests studies linking ANS tasks to math performance lack sufficient evidential value, challenging prior conclusions.

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Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Neuroscience

Background:

  • The approximate number system (ANS) is theorized to underpin numerical skills.
  • Previous research suggested a causal link between ANS tasks and mathematics performance.
  • Debate exists on whether ANS tasks measure an innate sense of number.

Purpose of the Study:

  • To re-evaluate the evidential value of studies linking ANS tasks to mathematics performance.
  • To investigate the robustness of the claimed causal relationship between ANS and numerical abilities.

Main Methods:

  • A p-curve analysis was employed to assess the evidential value of existing experimental studies.
  • This meta-analytic technique examines the evidential base of a body of research.

Main Results:

  • The p-curve analysis indicated that the experimental studies reviewed lack sufficient evidential value.
  • The findings suggest that the claimed link between ANS tasks and mathematics performance is not well-supported by the current evidence.

Conclusions:

  • The assumption that ANS tasks capture an innate sense of number, as suggested by Leibovich et al., is not robustly supported by the analyzed literature.
  • The evidential value of studies claiming a causal link between ANS tasks and mathematical development is questionable.
  • Further research with stronger methodologies may be needed to clarify the relationship between ANS and numerical cognition.