Effect of approximate system training on mathematical ability

An approximate number system (ANS) enables individuals to estimate and mentally manipulate quantities without using any form of numerical symbols. Controlling the balance of gender ratio, 51 college students aged 19–24 years were randomly assigned to intervention and control groups. Furthermore, the arithmetic fluency test was used as the pre-post test. The intervention and control groups underwent approximate arithmetic and general knowledge training for 5 days and 20 min per day, respectively. The results showed no significant difference in the pre-test score of arithmetic fluency between the intervention and the control group, the post-test score was significantly higher than the pre-test score, and the improvement in arithmetic fluency in the intervention group was significantly higher than that in the control group. The degree of gain in mathematical fluency was similar for both sexes, with no apparent disparities. This study shows that approximate arithmetic training can effectively improve an individual’s arithmetic fluency, which cannot be attributed to the ‘practice effect’ or ‘placebo effect’ of the task. Furthermore, it shows that gender has no significant effect on the effectiveness of approximate arithmetic training.