Non-symbolic and Symbolic Number Systems and Their Relationship to Mental Arithmetic among Female Undergraduates in Saudi Arabia

Abstract

The study aimed to examine the relationship between non-symbolic and symbolic number systems with mental arithmetic in a sample of female undergraduates in Saudi Arabia. Seventy-six female undergraduates were recruited via the convenient sampling method and were asked to complete a paper-based mental arithmetic task to measure their mental arithmetic abilities. They were also asked to complete two computer-based tasks, dot comparison and dot estimation, to assess accuracy of the non-symbolic number system and symbolic number system, respectively. In addition, they were asked to complete an IQ test. Multiple regression analysis showed that only dot estimation predicted mental arithmetic. Nevertheless, mediation analysis showed that both IQ and dot comparison accuracy indirectly predicted mental arithmetic via the mediation of dot estimation. These fndings indicated that the ability to precisely represent quantities in symbolic digits was a core ability that facilitated mental arithmetic in undergraduates. Based on these fndings, the study recommended raising the awareness of the importance of the estimation ability in other math abilities among math teachers and course designers. Future research is also recommended to explore factors related to accuracy of the symbolic number system and the effectiveness of training number systems in improving mental arithmetic abilities.