The approximate number system (ANS) is a cognitive system that supports the estimation of the magnitude of a group without relying on language or symbols. The ANS is credited with the non-symbolic representation of all numbers greater than four, with lesser values being carried out by the parallel individuation system, or object tracking system. Beginning in early infancy, the ANS allows an individual to detect differences in magnitude between groups. The precision of the ANS improves throughout childhood development and reaches a final adult level of approximately 15% accuracy, meaning an adult could distinguish 100 items versus 115 items without counting. The ANS plays a crucial role in development of other numerical abilities, such as the concept of exact number and simple arithmetic. The precision level of a child's ANS has been shown to predict subsequent mathematical achievement in school. The ANS has been linked to the intraparietal sulcus of the brain. History Piaget's theory Jean Piaget was a Swiss developmental psychologist who devoted much of his life to studying how children learn. A book summarizing his theories on number cognition, The Child's Conception of Number, was published in 1952. Piaget's work supported the viewpoint that children do not have a stable representation of number until the age of six or seven. His theories indicate that mathematical knowledge is slowly gained and during infancy any concept of sets, objects, or calculation is absent. Challenging the Piagetian viewpoint Piaget's ideas pertaining to the absence of mathematical cognition at birth have been steadily challenged. The work of Rochel Gelman and C. Randy Gallistel among others in the 1970s suggested that preschoolers have intuitive understanding of the quantity of a set and its conservation under non cardinality-related changes, expressing surprise when objects disappear without an apparent cause. Current theory Beginning as infants, people have an innate sense of approximate number that depends on the ratio between sets of objects. Throughout life the ANS becomes more developed, and people are able to distinguish between groups having smaller differences in magnitude. The ratio of distinction is defined by Weber's law, which relates the different intensities of a sensory stimulus that is being evaluated. In the case of the ANS, as the ratio between the magnitudes increases, the ability to discriminate between the two quantities increases. Today, some theorize that the ANS lays the foundation for higher-level arithmetical concepts. Research has shown that the same areas