Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (3): 379-390.doi: 10.16187/j.cnki.issn1001-4918.2023.03.09

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Association between the Approximate Number System and Mathematical Competence: A Meta-analysis

CHENG Yangchun1,2,3, HUANG Jin1,2   

  1. 1. Faculty of Education, East China Normal University, Shanghai 200062;
    2. East China Normal University Branch, Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, Shanghai 200062;
    3. Department of Preschool Education, Yuzhang Normal University, Nanchang 330103
  • Online:2023-05-15 Published:2023-05-13

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Abstract: Numerous researches have been dedicated to exploring the association between the Approximate Number System (ANS) and mathematical competence in the past two decades. However, various contradictory results have been reported. It remains unclear whether and to what extent and direction the relationship differs systematically and whether variables such as index, task type and task presentation of ANS, math content, and participant age are additional moderators. We investigated these questions by employing of a meta-analysis. The literature yielded 55 articles, 59 independent samples reporting 242 effect sizes found with 12661 participants. The main effect analysis indicated a significant positive correlation (r=0.271) between ANS and mathematical competence. Significantly, the association between ANS and math ability was reciprocal. The moderation analysis revealed that the association was moderated by the index of ANS, math content and participant age. In addition, 82 or more participants are needed to detect the effect. The study set the foundation for further longitudinal, experimental and interventional research and shed light on mathematical education.

Key words: approximate number system, mathematical competence, meta-analysis

CLC Number: 

  • G442
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