Relations Among Pupils’ Approximate Number System,math Anxiety And Mathematical Ability

Previous research has shown that the acuity of approximate number system correlates with math ability. While most of the results based on cross-sectional studies, they could not deduce a conclusion about the causality of the two variables. Secondly, limited researches concentrate on this relationship among pupils, whose math ability develop rapidly and show large individual difference. Thirdly, according to the math anxiety hypothesis proposed to explain this relationship, that math anxiety as an important variable predicting math ability, might be an mediator variable between ANS and math ability. While the hypothesis had not been proved by empirical study.So, one purpose of this study was to examine the relation between ANS and number ability through a one-year longitudinal study. The data was collected in an elementary school in Cixi, China. The procedure was the same at the 2 times at the beginning of each school year. The second purpose of this study is to explore the mediating effect of math anxiety between these two variables.The results showed:(1) The ANS acuity of pupils increased with grade. There were no difference between the increment of different grades.(2) Math ability of pupils increased with grade. Math ability measured in the second time was better than the first time in grade 2 and 4, but not in grade 6.(3) The results of the cross-lagged regression analysis indicated, the ANS acuity of pupils could predict the math ability one year later.(4) There was no grade difference between the math anxiety of different grades. But girls reported higher math anxiety than boys. Math anxiety of pupils could negatively predict their math ability.(5) Math anxiety partially mediated the effect of ANS acuity and math ability.