Uncovering the sources of arithmetic

An ability to successfully add numerical digits is a key goal of early
mathematics education. But the mechanisms by which adults and children develop the skills to perform such arithmetical tasks remain poorly understood. Recently researchers have demonstrated robust evidence that humans have an inbuilt 'number sense' which supports approximate
numerical operations. But, to date, the role that this system plays in the development of formal symbolic mathematical skills has been unclear.
The project looks at the role of number sense in adults' arithmetic and mathematical performance. In particular the research seeks to determine how number sense interacts with symbolic or verbal representations of number by examining evidence for two competing models of the interaction. Performance on tasks specifically testing number sense skills will be related to performance on more general mathematics tests
to reveal the role that number sense has in developing mathematics
performance more generally. Furthermore, by using a variety of
experiments involving adult participants performing a range of symbolic
and nonsymbolic arithmetic tasks, the researchers will investigate the
causes for particular characteristics of number sense that are revealed
when adults solve arithmetic problems.