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Related Experiment Video

Updated: Nov 9, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

Approximate arithmetic training does not improve symbolic math in third and fourth grade children.

S Bugden¹, E Szkudlarek², E M Brannon¹

¹Department of Psychology, University of Pennsylvania, USA.

Trends in Neuroscience and Education

|April 13, 2021

Summary

Approximate arithmetic training did not improve symbolic math skills in elementary students. This study found no significant gains, challenging previous findings in adults and preschoolers.

Keywords:

Approximate arithmetic training Approximate number system Elementary school children

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Area of Science:

Cognitive Psychology
Educational Psychology
Developmental Psychology

Background:

Previous research suggested approximate arithmetic training enhances symbolic math performance in adults and preschoolers.
Recent studies failed to replicate these findings in adults, prompting further investigation.
This study examines the efficacy of approximate arithmetic training in elementary school children.

Purpose of the Study:

To investigate whether approximate arithmetic training benefits symbolic math performance in elementary school children.
To compare the effects of approximate arithmetic training versus visuo-spatial working memory training.
To assess the impact on standardized math performance in third and fourth graders.

Main Methods:

A randomized controlled trial with pre- and post-testing was employed.
Participants were third and fourth-grade children.
Two training conditions were compared: approximate arithmetic and visuo-spatial working memory.

Main Results:

Approximate arithmetic training did not result in significant improvements in standardized symbolic math performance.
No significant gains were observed in the approximate arithmetic group compared to the control group.
Bayesian analysis supported the null hypothesis, indicating no benefit from approximate arithmetic training.

Conclusions:

Approximate arithmetic training does not enhance symbolic math performance in elementary school children.
The findings challenge prior research suggesting benefits for approximate arithmetic training.
Further research may be needed to understand the cognitive mechanisms underlying math learning.