Approximate multiplication in young children prior to multiplication instruction

• Published in: Journal of experimental child psychology 2021-07, Vol.207, p.105116-105116, Article 105116
• Main Authors: Qu, Chuyan, Szkudlarek, Emily, Brannon, Elizabeth M.
• Format: Article
• Language: English
• Subjects: Approximate number system; Arithmetic; Cognitive development; Mathematics; Multiplication; Numeracy
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2021.105116

•Children perform approximate multiplication prior to math instruction.•Children approximately multiply both dots and Arabic numerals.•Performance is modulated by multiplier magnitude and ratio of options.•Non-symbolic multiplication mediates between ANS acuity and symbolic math skill. Prior work indicates that children have an untrained ability to approximately calculate using their approximate number system (ANS). For example, children can mentally double or halve a large array of discrete objects. Here, we asked whether children can perform a true multiplication operation, flexibly attending to both the multiplier and multiplicand, prior to formal multiplication instruction. We presented 5- to 8-year-olds with nonsymbolic multiplicands (dot arrays) or symbolic multiplicands (Arabic numerals) ranging from 2 to 12 and with nonsymbolic multipliers ranging from 2 to 8. Children compared each imagined product with a visible comparison quantity. Children performed with above-chance accuracy on both nonsymbolic and symbolic approximate multiplication, and their performance was dependent on the ratio between the imagined product and the comparison target. Children who could not solve any single-digit symbolic multiplication equations (e.g., 2 × 3) on a basic math test were nevertheless successful on both our approximate multiplication tasks, indicating that children have an intuitive sense of multiplication that emerges independent of formal instruction about symbolic multiplication. Nonsymbolic multiplication performance mediated the relation between children’s Weber fraction and symbolic math abilities, suggesting a pathway by which the ANS contributes to children’s emerging symbolic math competence. These findings may inform future educational interventions that allow children to use their basic arithmetic intuition as a scaffold to facilitate symbolic math learning.