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.
