CORRELATIONAL ANALYSIS BETWEEN APPROXIMATE NUMERICAL ESTIMATE AND MATH ABILITIES: A STUDY WITH FIRST-GRADE SCHOOL STUDENTS

"The number sense has two characteristics: subitizing – the immediate and error-free recognition of numbers from one to three, without counting – and the ability to discriminate between numbers with values greater than the subitizable ones. Without counting, this type of discrimination is done by approximate estimate, from which a numerical approximation system is inferred. Although the approximate numerical estimate is considered innate, it is influenced by factors such as the ratio between the sets to be compared, external factors, in addition to its increasing accuracy with age. This cognitive ability has been identified as a “predictor” for academic achievement in mathematics. The presented research aimed to investigate the existence of a correlation between the approximate number estimate and math skills in first-grade school children. The study was carried out with 34 children aged between six and seven years old. Their math skills were measured using the Test of Early Mathematical Abilities (TEMA-3), which was administered following the protocol, designed to measure general formal and non-formal math skills of children from 3 to 8 years-old. The approximate number estimate was measured using Panamath – a software that managed the discrimination task –, consisting of comparisons of several pairs of sets, indicating the largest. The exposure time of the stimuli was set at 1200 ms and the ratio of the difference between the sets was systematically varied. The results showed an ease of distinction based on the proportions of the sets in the numerical approximation system test. This study investigated the possibility of a correlation between performance in the number sense activity with those of mathematical skills, as it is assumed that the greater the child's sensitivity to differentiating the proportions between sets, the better his performance in solving the mathematical problems addressed, accordingly to previous studies. Even though the Pearson’s correlation coefficient was 0.31 (p = 0.07, a little higher than accepted), the value indicates a moderate to weak correlation and a possible prediction in mathematical abilities based on performance in the numerical discrimination task, although there are other variables to consider in the mathematical development. The approximate number system test can be used as a tool to do and initial track of children who might experience problems in developing math skills."