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But it doesn’t really tell us which came first.
但是它并没有告诉我们哪一种能力是先形成的。
Go on, Laura.
Laura，继续说。
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?
我是说，如果一个人天生有良好的近似数字感，那会不会导致他们擅长数学呢？或者反过来？
If a person develops math ability, you know, and really studies formal mathematics, does ANS somehow improve?
如果一个人发展出了数学能力，并且好好学习了形式数学，那他的ANS多多少少会有所提高吗？
Those are very good questions, and I don’t think they were answered in these experiments.
那些问题非常好，而且我认为这些实验并没有解答这些问题。
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，没错，你之前说过......虽然它是与生俱来的，但是能提高。
So wouldn’t it be important for teachers in grade schools to...
那这是不是很重要？让老师在小学......？
Teach ANS? But shouldn’t the questions Laura just posed be answered first?
教ANS？但是不是应该先回答Laura刚才提出的问题呢？
Before we make teaching decisions based on the idea that having a good approximate number sense helps you learn formal mathematics...
在我们根据有一个良好的近似数字感能帮助你学习形式数学这个想法做出教学决定之前......
