Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children

Abstract While most animals have a sense of number, only humans have developed symbolic systems to describe and organize mathematical knowledge. Some studies suggest that human arithmetical knowledge may be rooted in an ancient mechanism dedicated to perceiving numerosity, but it is not known if for...

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Autores principales:	Elisa Castaldi, Roberto Arrighi, Guido M. Cicchini, Arianna Andolfi, Giuseppe Maduli, David C. Burr, Giovanni Anobile
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/f4a05376d77d4c87b99b706454a8e9e4
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spelling	oai:doaj.org-article:f4a05376d77d4c87b99b706454a8e9e42021-12-02T16:14:47ZPerception of geometric sequences and numerosity both predict formal geometric competence in primary school children10.1038/s41598-021-93710-x2045-2322https://doaj.org/article/f4a05376d77d4c87b99b706454a8e9e42021-07-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-93710-xhttps://doaj.org/toc/2045-2322Abstract While most animals have a sense of number, only humans have developed symbolic systems to describe and organize mathematical knowledge. Some studies suggest that human arithmetical knowledge may be rooted in an ancient mechanism dedicated to perceiving numerosity, but it is not known if formal geometry also relies on basic, non-symbolic mechanisms. Here we show that primary-school children who spontaneously detect and predict geometrical sequences (non-symbolic geometry) perform better in school-based geometry tests indexing formal geometric knowledge. Interestingly, numerosity discrimination thresholds also predicted and explained a specific portion of variance of formal geometrical scores. The relation between these two non-symbolic systems and formal geometry was not explained by age or verbal reasoning skills. Overall, the results are in line with the hypothesis that some human-specific, symbolic systems are rooted in non-symbolic mechanisms.Elisa CastaldiRoberto ArrighiGuido M. CicchiniArianna AndolfiGiuseppe MaduliDavid C. BurrGiovanni AnobileNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Elisa Castaldi Roberto Arrighi Guido M. Cicchini Arianna Andolfi Giuseppe Maduli David C. Burr Giovanni Anobile Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
description	Abstract While most animals have a sense of number, only humans have developed symbolic systems to describe and organize mathematical knowledge. Some studies suggest that human arithmetical knowledge may be rooted in an ancient mechanism dedicated to perceiving numerosity, but it is not known if formal geometry also relies on basic, non-symbolic mechanisms. Here we show that primary-school children who spontaneously detect and predict geometrical sequences (non-symbolic geometry) perform better in school-based geometry tests indexing formal geometric knowledge. Interestingly, numerosity discrimination thresholds also predicted and explained a specific portion of variance of formal geometrical scores. The relation between these two non-symbolic systems and formal geometry was not explained by age or verbal reasoning skills. Overall, the results are in line with the hypothesis that some human-specific, symbolic systems are rooted in non-symbolic mechanisms.
format	article
author	Elisa Castaldi Roberto Arrighi Guido M. Cicchini Arianna Andolfi Giuseppe Maduli David C. Burr Giovanni Anobile
author_facet	Elisa Castaldi Roberto Arrighi Guido M. Cicchini Arianna Andolfi Giuseppe Maduli David C. Burr Giovanni Anobile
author_sort	Elisa Castaldi
title	Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
title_short	Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
title_full	Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
title_fullStr	Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
title_full_unstemmed	Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
title_sort	perception of geometric sequences and numerosity both predict formal geometric competence in primary school children
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/f4a05376d77d4c87b99b706454a8e9e4
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Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children

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