Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability

- Approximate number system (ANS) is linked to symbolic math ability.
- Training studies suggest a causal relationship between math and ANS.
- Training ANS tasks may improve math readiness in young children.
- fMRI training studies hold potential to explicate the nature of this link.

A picture is emerging that preverbal nonsymbolic numerical representations derived from the approximate number system (ANS) play an important role in mathematical development and sustained mathematical thinking. Functional imaging studies are revealing developmental trends in how the brain represents number. We propose that combining behavioral and neuroimaging techniques with cognitive training approaches will help identify the fundamental relationship between the ANS and symbolic mathematics. Understanding this relationship should ultimately benefit educators by providing ways to harness the ANS and hopefully improve math readiness in young children.