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The literature regarding the relationship between elementary school mathematics achievement and spatial abilities is not clear. Four spatial tests were administered to 90 children enrolled in Grade 2 through Grade 7. Two tests measured simple spatial ability, that is, visualizing two-dimensional configurations; the other two measured complex spatial ability, that is, visualizing and mentally rotating three-dimensional configurations. Scores on the Iowa Tests of Basic Skills were used to classify children as high or low mathematics achievers. High mathematics achievers scored significantly higher (p<.05p<.05) than low mathematics achievers on all four spatial tests. Additionally, males scored significantly higher (p<.05p<.05) than females on the two tests measuring complex spatial ability.

hierarchical dependency, binomial test,