Brief non-symbolic,approximate number practice enhances subsequent exact symbolic arithmetic in children

Recent research reveals a link between individual differences in mathematics achievement and performance on tasks that activate the approximate number system (ANS): a primitive cognitive system shared by diverse animal species and by humans of all ages. Here we used a brief experimental paradigm to test one causal hypothesis suggested by this relationship: activation of the ANS may enhance children’s performance of symbolic arithmetic. Over 2 experiments, children who briefly practiced tasks that engaged primitive approximate numerical quantities performed better on subsequent exact, symbolic arithmetic problems than did children given other tasks involving comparison and manipulation of non-numerical magnitudes (brightness and length). The practice effect appeared specific to mathematics, as no differences between groups were observed on a comparable sentence completion task. These results move beyond correlational research and provide evidence that the exercise of non-symbolic numerical processes can enhance children’s performance of symbolic mathematics.     

Islamic Education and the UK Muslims: Options and Expectations in a Context of Multi-locationality

The article will discuss Islamic philosophy of education to explain the role and aims of education for the Muslim Ummah (Community). It will then debate the needs of the UK Muslims with regard to the education of their children in the context of multi-locationality, and associated challenges of bringing up children while living between two different ‘ways of life’. How their concerns shape their expectations from education in the UK and their educational choices, will be argued while drawing on relevant literature and research, followed by some suggestions to inform future policy regarding education of the UK Muslims.