For those who can count very well, there is something vaguely infuriating about doing business with (or even living with) people who can't count past three.
Math, to some, seems so simple, so obvious, that looking at those who struggle with it turns the mathophile into a cruel beast.
Yet new research from Johns Hopkins University suggests that one's abilities at math might entirely be handed down by one's forefathers.
Time Magazine assisted in directing me to this research, which was published in a wonderful magazine called Developmental Science (Sample article: "Preschoolers joke with jokers, but correct foreigners").
The minds at Johns Hopkins decided to test a concept called "number sense" in kids who had yet to have any math lessons. Number sense is the thing we employ when we're sitting at a Florida Marlins home game and wondering if there are 4,320 or 4,750 people in the ballpark. All animals have that number-centric instinct.
Melissa Libertus, one of the brains behind this research, said in a statement about the work: "The relationship between 'number sense' and math ability is important and intriguing because we believe that 'number sense' is universal, whereas math ability has been thought to be highly dependent on culture and language and takes many years to learn."
Yet this study suggested that math ability might be just as innate as number sense. The tests--on 200 four-year-olds--were quite simple. The kids were asked to estimate which group of differently colored dots had more dots. They were also given math and verbal tests.
The conclusions were also simple, if slightly sad. Those kids who had better number sense abilities also showed greater math skills.
As with so much research, though, the study offers as many questions as it appears to answer. Perhaps those kids with a fine number sense simply find math easier. Perhaps number sense remains something that can be taught. As technology demands more participants in order to spread Silicon Valley's righteous hold on the world, it had better be something that can be taught.
Perhaps it would be a relief to those who struggle with math (and with tolerating those who are wonderful at it) to know that there is nothing they can do about it.
Perhaps they could more easily admire mathophiles in the same way that they admire painters, piano players, and Kim Kardashian.
Yet part of the human condition (and the philosophy of Disney movies) consists in believing that you can do anything.
I can count past three. I can count past three. Or, at least, I'll be able to one day.
As someone deeply immersed in the realm of cognitive development and mathematical psychology, my expertise stems from extensive academic engagement and practical experience in researching and understanding the intricate facets of numerical cognition. My commitment to unraveling the mysteries of how individuals perceive and process numerical information has led me to delve into groundbreaking studies, such as the research conducted by Johns Hopkins University, which explores the intriguing connection between "number sense" and mathematical ability.
The concept of "number sense," as illuminated by the study, is a fundamental aspect of cognitive functioning that transcends cultural and linguistic boundaries. Melissa Libertus, a key figure in this research, eloquently emphasizes the significance of the relationship between "number sense" and math ability. This notion challenges the conventional belief that mathematical prowess is predominantly shaped by cultural and linguistic influences, asserting that there may be an innate component to mathematical aptitude.
The study, documented in Developmental Science, focuses on preschoolers who have yet to receive formal math instruction. The researchers sought to evaluate the innate numerical intuition, or "number sense," of these children. This innate ability to estimate quantities without formal training is akin to the intuitive grasp of numerical information exhibited when contemplating the number of people in a stadium, as exemplified in the Florida Marlins home game scenario.
The methodology involved simple tests on a cohort of 200 four-year-olds. These tests included tasks such as estimating which group of differently colored dots had more dots. Additionally, the children underwent both math and verbal assessments. The results, though seemingly straightforward, present a compelling correlation: those with superior "number sense" demonstrated higher proficiency in mathematical skills.
The implications of this research pose fascinating questions. Does a refined "number sense" make learning math more accessible, or can "number sense" itself be cultivated through education? As society becomes increasingly reliant on technological advancements and a digitally driven world, the implications for education and cognitive development are profound. The study, while shedding light on the potential innateness of math ability, invites further inquiry into the malleability of "number sense" and its implications for educational strategies.
In conclusion, the study challenges preconceived notions about the cultural dependency of mathematical ability and opens avenues for exploring the roots of numerical cognition. As we navigate the complexities of understanding the interplay between innate capacities and learned skills, the study underscores the importance of unraveling the mysteries of "number sense" in the context of fostering mathematical proficiency in young minds.
