Symbolic arithmetic knowledge without instruction

Camilla K. Gilmore (), Shannon E. McCarthy and Elizabeth S. Spelke ()
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Camilla K. Gilmore: Learning Sciences Research Institute, University of Nottingham, Wollaton Road, Nottingham NG8 1BB, UK
Shannon E. McCarthy: Harvard University, 33 Kirkland Street, Cambridge, Massachusetts 02138, USA
Elizabeth S. Spelke: Harvard University, 33 Kirkland Street, Cambridge, Massachusetts 02138, USA

Nature, 2007, vol. 447, issue 7144, 589-591

Abstract: Sum hope: catch them young It is commonly assumed that young children need to master the logic of number systems before learning symbolic arithmetic. Now a trial using 5-year-old children suggests that in fact they have symbolic arithmetic knowledge before they have received any arithmetic instruction. The children are capable of solving symbolic addition and subtraction problems with large numbers, provided that only approximate sums and differences must be computed. These findings shed light on the numerical competences that come naturally to children, and suggest ways to enrich children's learning of mathematics.

Date: 2007
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DOI: 10.1038/nature05850

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