Effects of spatial training on mathematics performance: A meta-analysis.

Abstract

Prior research has revealed robust and consistent relations between spatial and mathematical skills. Yet, establishing a causal relation has been met with mixed effects. To better understand whether, to what extent, and under what conditions mathematics performance can be improved through spatial training, we conducted a systematic meta-analysis of the extant literature. Our analysis included 29 studies that used controlled pre-post study designs to test the effects of spatial training on mathematics (N = 3,765; k = 89). The average effect size (Hedges's g) of training relative to control conditions was .28 (SE = .07). Critically, there was also evidence that spatial training improved individuals' spatial thinking (g = .49, SE = .09). Follow-up analyses revealed that age, use of concrete manipulatives, and type of transfer ("near" vs. "far") moderated the effects of spatial training on mathematics. As the age of participants increased from 3 to 20 years, the effects of spatial training also increased in size. Spatial training paradigms that used concrete materials (e.g., manipulatives) were more effective than those that did not (e.g., computerized training). Larger transfer effects were observed for mathematics outcomes more closely aligned to the spatial training delivered compared to outcomes more distally related. None of the other variables examined (training dosage, spatial gains, posttest timing, type of control group, experimental design, publication status) moderated the effects. Additionally, analyses of publication bias and selective outcome reporting were nonsignificant. Overall, our results support prior research and theoretical claims that spatial training is an effective means for enhancing mathematical understanding and performance. However, our meta-analysis also highlights a poor understanding of the mechanisms that support transfer. To fully realize the potential benefits of spatial training on mathematics achievement, more theoretically guided studies are needed.

Supporting senior high-school students’ measurement and geometry performance: Does spatial training transfer to mathematics achievement?

“…Importantly, the training of spatial skills can lead to corresponding improvements in mathematics achievement (e.g. Lowrie et al, 2017 , 2018a ; Sorby et al, 2013 ; Sorby & Veurink, 2019 ); however the extent to which this occurs varies according to the age of participants, the design of the intervention program, and the extent to which the mathematical measures are aligned to the skills trained (Hawes et al, 2022 ).…”

Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years

“…Conversely, the spatial reasoning literature has primarily focused on intrinsic skills. This has demonstrated that the development of intrinsic skills from at least age 3 is particularly important for later spatial reasoning ability and mathematics (Atit et al, 2021;Hawes, Gilligan-Lee & Mix, 2022;Schmitt et al, 2018), yet there is very little knowledge of the relationship between extrinsic spatial skills and mathematics in young children. This Paz, Leseman & Volman, 2015).…”

“…For example, skills such as mental rotation and block construction performance have been shown to be associated with later mathematics competence (e.g., Gilligan, Flouri & Farran, 2017;Gunderson et al, 2012;Verdine et al, 2017). Additionally, there is evidence that spatial ability is SPATIAL REASONING IN PRACTICE 6 particularly malleable in childhood (Uttal et al, 2013;Hawes, Gilligan-Lee & Mix, 2022) and that the association between spatial skill and mathematics is causal, with numerous studies finding that spatial ability training also leads to improvements in mathematics performance (Hawes, Gilligan-Lee & Mix, 2022). This evidence demonstrates not only that spatial reasoning is associated with mathematics, but also suggests that it is an important foundation for the development of number and mathematics skills.…”

“…A 2022 meta-analysis found that spatial training using concrete materials (physical objects) led to larger improvements in mathematics compared to training that did not use a concrete component (Hawes, Gilligan-Lee & Mix, 2022). These concrete materials included objects such as tiles, blocks, multi-link cubes, and magnetic shapes.…”

What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction

“…Furthermore, some research conducted in the last decade has found that practicing the completion of spatial tasks results in improvement in students’ STEM outcomes (Cheng & Mix, 2014 ; Hawes et al, 2022 ; Miller & Halpern, 2013 ). Cheng and Mix ( 2014 ) found that practice in solving mental rotation problems leads to better addition and subtraction problem solving skills in primary students.…”