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But it doesn’t really tell us which came first.
但是它并沒有告訴我們哪一種能力是先形成的。
Go on, Laura.
Laura，繼續說。
I mean, if someone’s born with good approximate number sense, um, does that cause them to be good at math, or the other way around?
我是說，如果一個人天生有良好的近似數字感，那會不會導致他們擅長數學呢？或者反過來？
If a person develops math ability, you know, and really studies formal mathematics, does ANS somehow improve?
如果一個人發展出了數學能力，并且好好學習了形式數學，那他的ANS多多少少會有所提高嗎？
Those are very good questions, and I don’t think they were answered in these experiments.
那些問題非常好，而且我認為這些實驗并沒有解答這些問題。
But...wait. ANS can improve? Oh, that’s right, you said that before...even though it’s innate, it can improve.
但是......等一下，ANS能提高？哦，沒錯，你之前說過......雖然它是與生俱來的，但是能提高。
So wouldn’t it be important for teachers in grade schools to...
那這是不是很重要？讓老師在小學......？
Teach ANS? But shouldn’t the questions Laura just posed be answered first?
教ANS？但是不是應該先回答Laura剛才提出的問題呢？
Before we make teaching decisions based on the idea that having a good approximate number sense helps you learn formal mathematics...
在我們根據有一個良好的近似數字感能幫助你學習形式數學這個想法做出教學決定之前......
