Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense

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 mathem...

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Bibliographic Details
Published in:Applied cognitive psychology 2024-09, Vol.38 (5), p.n/a
Main Authors: Cui, Jiaxin, Zhang, Yiyun, Zhou, Aibao, Gao, Xing, Zhang, Chen, Zhou, Xinlin
Format: Article
Language:English
Subjects:
Arithmetic
Cognition
College students
Computation
Education
Experiments
general cognitive processing
Grammatical number
Humanities
Information processing
mathematical education
Mathematics
Mathematics Education
non‐symbolic number sense
symbolic mathematics
Symbolism
Symbols
Undergraduate students
Citations: Items that this one cites
Online Access:Get full text
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