Dept of Mathematics Education seminar: 19 February 2025

How do people compare and estimate quantities? A pattern processing perspective

Dr Trygve Solstad [trygve.solstad@ntnu.no], Norwegian University of Science and Technology
40 mins Presentation + 20 mins Q&A

Abstract

What underpins our ability to learn numbers and arithmetic? While most animals can judge which of two groups contains more objects (discrimination), only humans can determine how many objects are present (estimation). Many researchers believe that both abilities stem from a specialised sensory system for representing numbers or magnitudes that is key to learning mathematics. In this talk, I will present an alternative view: That we discriminate and estimate quantities using a general capacity for processing visuo-spatial patterns. Drawing on computational modelling and experimental data, I will show how this view can explain several key phenomena in numerical cognition, including why we quickly and accurately recognise small quantities (subitizing), why we overestimate some quantities but underestimate others, and why our estimates are influenced by previous ones (serial dependence). This pattern processing perspective also helps clarify why training children to compare and estimate non-symbolic quantities (e.g., dot patterns) doesn’t usually improve their mathematical skills. I look forward to discussing the potential implications of this work for understanding dyscalculia and the learning and teaching of early number and arithmetic.

Developmental relations between maths self-concept, interest, and anxiety in elementary school: A latent change score modeling study

Dr Rachel Conlon [R.Conlon@leedstrinity.ac.uk], Leeds Trinity University
40 mins Presentation + 20 mins Q&A

Abstract

Longitudinal modelling techniques provide us with rich information on how variables interact over time, with each other and with themselves. This talk will describe a study which used Latent Change Score Modelling (LCSM) with an accelerated cohort design to examine how three maths attitudes – maths self-concept, maths interest, and maths anxiety – codeveloped in a sample of 2,954 US students from the autumn of their Kindergarten (UK Year 1) school year to the spring of third grade (UK Year 4).