The developmental relations between spatial cognition and mathematics in primary school children

Abstract

Spatial thinking is an important predictor of mathematics. However, existing data do not determine whether all spatial sub‐domains are equally important for mathematics outcomes nor whether mathematics–spatial associations vary through development. This study addresses these questions by exploring the developmental relations between mathematics and spatial skills in children aged 6–10 years (N = 155). We extend previous findings by assessing and comparing performance across Uttal et al.'s (2013), four spatial sub‐domains. Overall spatial skills explained 5%–14% of the variation across three mathematics performance measures (standardized mathematics skills, approximate number sense and number line estimation skills), beyond other known predictors of mathematics including vocabulary and gender. Spatial scaling (extrinsic‐static sub‐domain) was a significant predictor of all mathematics outcomes, across all ages, highlighting its importance for mathematics in middle childhood. Other spatial sub‐domains were differentially associated with mathematics in a task‐ and age‐dependent manner. Mental rotation (intrinsic‐dynamic skills) was a significant predictor of mathematics at 6 and 7 years only which suggests that at approximately 8 years of age there is a transition period regarding the spatial skills that are important for mathematics. Taken together, the results support the investigation of spatial training, particularly targeting spatial scaling, as a means of improving both spatial and mathematical thinking.

Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?

“…The pattern of results reported in this paper in conjunction with earlier work (Mix et al, 2016;Gilligan et al, 2019;Tartre, 1990;Lowrie et al, 2016;Frick, 2019) highlights the need to delve further into the role of SO in the domain of mathematics. We argue that while measures of perspective-taking may not superficially appear connected with mathematics, beyond mapping tasks present in curriculum , the application of perspective-taking skills has shown promise in other mathematical areas such as NS.…”

“…Frick (2019) found that perspective-taking skills during kindergarten predicted grade 2 performance in quantity, magnitude, and geometry tasks, but not arithmetic. Gilligan et al (2019) found that perspective-taking amongst 6-10 year olds was not a significant predictor of standardized mathematics achievement, number approximation, or number line estimation despite using the same SO measure as Frick (2019). Mix et al (2016) reported significant contributions of perspective-taking to mathematics in 6 th grade but its unique contribution was lower than for measures of vocabulary, visuospatial working memory, and visuomotor integration.…”

“…Three recent studies have explored perspective-taking (i.e., SO) when examining spatial predictors of mathematics (Frick, 2019;Gilligan, Hodgkiss, Thomas & Farran, 2019;Mix et al, 2016). Frick (2019) found that perspective-taking skills during kindergarten predicted grade 2 performance in quantity, magnitude, and geometry tasks, but not arithmetic.…”

The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults

“…Research findings suggest that there is a positive relation between spatial ability and mathematics performance in general, especially for young children (e.g., Gilligan et al 2018;Gunderson et al 2012;Hawes et al 2019;Mix et al 2016). In addition to correlational evidence, several studies found positive effects of a spatial training intervention on children's mathematics performance (Cheng and Mix 2014;Hawes et al 2017;Verdine et al 2017).…”

Sports and mathematical abilities in primary school-aged children: How important are spatial abilities? An explorative study

“…Battista (1990) has already shown that spatial visualization predicts success in geometric reasoning. Furthermore, Gilligan, Hodgkiss, Thomas, and Farran (2019) suggested that at approximately 8 years there is a transition period regarding the relation of spatial skill and mathematical ability. In their study, mental rotation was a significant predictor for mathematics at 6 and 7 only.…”