Children bring intuitive arithmetic knowledge to the classroom before formal instruction in mathematics begins. For example, children can use their number sense to add, subtract, compare ratios, and even perform scaling operations that increase or decrease a set of dots by a factor of 2 or 4. However, it is currently unknown whether children can engage in a true division operation before formal mathematical instruction. Here we examined the ability of 6- to 9-year-old children and college students to perform symbolic and non-symbolic approximate division. Subjects were presented with non-symbolic (dot array) or symbolic (Arabic numeral) dividends ranging from 32 to 185, and non-symbolic divisors ranging from 2 to 8. Subjects compared their imagined quotient to a visible target quantity. Both children (Experiment 1 N = 89, Experiment 2 N = 42) and adults (Experiment 3 N = 87) were successful at the approximate division tasks in both dots and numeral formats. This was true even among the
20 Penn students and recent graduates awarded Fulbright grants Penn Fulbright grant recipients for 2021-22 include 12 graduating seniors, six graduate students and two recent graduates. Pictured left to right (top row) Daisy Angeles, Robyn Barrow, Saxon Bryant, Youvin Chung, Gabriel DeSantis, Megan Everts; (middle row) Samuel Goldstein, Maria Kovalchuk, Andreas Nolan, Caleb Oh, Neelima Paleti, Bhavana Penmetsa; (bottom row) John Sigmier, Claire Sliney, Marion Standefer, Edward Stevens IV, Judith Weston, Andrew Zheng. Not pictured: Rhina Allende and a student who asked to remain anonymous.
Twenty University of Pennsylvania students and alumni have been awarded Fulbright grants for the 2021-22 academic year, including 12 graduating seniors, six graduate students, and two recent graduates. They will conduct research, pursue graduate degrees, or teach English in Finland, France, Germany, Iceland, India, Mexico, Portugal, South Africa, Sout