Are Spatial‐Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No

Abstract

The mental number line metaphor describes how numbers are associated with space. These spatial-numerical associations (SNA) are subserved by parietal structures (mainly intraparietal sulcus [IPS] and posterior superior parietal lobule [PSPL]). Generally, it is assumed that this association is a basic cornerstone for arithmetic skills. In this review, we present a taxonomy of SNAs and outline which of them are related to arithmetic skills. Recent research suggests that not all SNAs are related to arithmetic skills; for instance, the spatial-numerical association of response codes (SNARC) is not or at least less related to arithmetic skills than SNAs assessed in the number line estimation task. In general, we conclude that the relationship between SNAs and arithmetic skills are rather weak or caused by mediating variables. Nevertheless, interventions based on relations between space and numbers can be beneficial for arithmetic skills because space is a powerful tool to understand arithmetic concepts.

Research On and Activities For Mathematically Gifted Students

“…Several mathematical concepts, including number sense, are constructed based on spatial-numerical mapping (briefly, associating numbers with positions on a line). It was assumed that this association is a basic cornerstone for arithmetic skills, but recently, Cipora et al (2015) concluded that the relationship between spatial-numerical associations and arithmetic skills are rather weak or caused by mediating variables. Nevertheless, interventions based on relationships between space and numbers can be beneficial for arithmetic skills because space is a powerful tool to understand arithmetic concepts.…”

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

“…Directional space representation, on the other hand, specifically includes implicit associations between space and cardinality (e.g., numerical comparison tasks). Other directional associations were reported in the original taxonomy (Cipora et al, 2015) but these associations are not yet studied in the populations examined in this paper.…”

“…The manifestation of the impairment differs among the groups and among the spatial numerical associations tested. In Table 1, the main findings reported in this review are therefore summarized for each group and organized based on an existing spatial-numerical associations taxonomy (Cipora, Patro, & Nuerk, 2015;Patro, Nuerk, Cress, & Haman, 2014). The central distinction of this taxonomy is based on non-directional (extensions) vs. directional associations between numerical and physical space.…”

“…The central distinction of this taxonomy is based on non-directional (extensions) vs. directional associations between numerical and physical space. Whereas extension describes certain spatial qualities of an object (e.g., its width and height), direction refers to an object's location within certain reference frames (Cipora et al, 2015). In the present paper, examples of non-directional associations include (a) cross-dimensional magnitude processing (e.g., number-related attentional shifts while bisecting rods) and (b) associations of spatial and numerical intervals (e.g., number-to-position task).…”

Playing Reading, Using Hands: Which Activities are Linked to Number-Space Processing in Preschool Children?

“…Among the various SNA operationalizations described in the literature (for reviews and taxonomies see Patro et al, 2014;Cipora, Patro, & Nuerk, 2015), at least three are commonly used in studies with preschool children.…”