The Approximate Number System and Mathematical Abilities in Chinese Preschoolers With and Without Autism Spectrum Disorder

Mathematical abilities are critical for the developmental outcomes of children with autism spectrum disorder (ASD). However, little is known about these abilities and their association with the approximate number system (ANS) in preschoolers with ASD beyond Western samples, including Chinese children. This cross-sectional study examined whether formal and informal mathematical abilities differed between children with and without ASD and assessed the extent to which these abilities were associated with ANS acuity. Participants included 47 children with ASD and 47 typically developing (TD) children aged 3-7 years. All children were assessed on measures of formal and informal mathematical abilities, ANS acuity, and non-verbal IQ. No significant group differences in mathematical abilities were found among children aged 3-5 years. However, among children aged 6-7 years, the ASD group showed significantly lower performance in mathematical abilities compared to their TD peers. ANS acuity was significantly correlated with both formal and informal mathematical abilities in the ASD group, but only with informal mathematical abilities in the TD group. Furthermore, ANS acuity accounted for 5.4% of the unique variance in formal mathematical abilities specifically within the ASD group. The patterns of mathematical abilities and their relationship with ANS acuity differ between preschoolers with and without ASD. These findings suggest a differential association between ANS and formal mathematics learning in children with ASD, highlighting implications for the design of early numeracy interventions.