Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Hawes, Zachary; Moss, Joan; Caswell, Beverly; Seo, Ji-Soo; Ansari, Daniel

doi:10.1016/j.cogpsych.2018.12.002

Cited by 124 publications

(92 citation statements)

References 67 publications

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“…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).…”

Section: Spatial Abilitymentioning

confidence: 99%

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

et al. 2020

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This study analyzed the relative importance of different cognitive abilities for solving complex mathematical word problems (CWPs)-a demanding task of high relevance for diverse fields and contexts. We investigated the effects of spatial, verbal, numerical, and general reasoning abilities as well as gender on CWP performance among N = 1282 firstyear university engineering students. Generalized linear mixed models unveiled significant unique effects of spatial ability, β = 0.284, verbal ability, β = 0.342, numerical ability, β = 0.164, general reasoning, β = 0.248, and an overall gender effect in favor of male students, β = 0.285. Analyses revealed negligible to small gender effects in verbal and general reasoning ability. Despite a gender effect in spatial ability, d = 0.48, and numerical ability, d = 0.30-both in favor of male students-further analyses showed that effects of all measured cognitive abilities on CWP solving were comparable for both women and men. Our results underpin that CWP solving requires a broad facet of cognitive abilities besides mere mathematical competencies. Since gender differences in CWP solving were not fully explained by differences in the four measured cognitive abilities, gender-specific attitudes, beliefs, and emotions could be considered possible affective moderators of CWP performance.

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Section: Spatial Abilitymentioning

confidence: 99%

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

et al. 2020

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“…In another study, Delgado & Prieto (2004) demonstrated that MR predicted geometry and word problems (which involve a written text containing a set of data followed by one or more questions) but not arithmetic performance in 13-year-old children. Recently, Hawes et al (2019) found fresh evidence that spatial abilities (visual-spatial reasoning, 2D mental rotation and raven’s matrices) and numerical abilities (including ordering, symbolic and non-symbolic comparison tasks) predicted math achievement using tasks based on counting, ordering, operations, place value, fractions/proportions/decimals, in primary school children aged between 4 and 11 years.…”

Section: Introductionmentioning

confidence: 99%

“…As for the mathematics tasks, we used written calculations and number ordering. Arithmetic or calculation-based tasks have been frequently used by most studies as an index of mathematic performance (e.g., Filippetti & Richaud , 2017 ; Hawes et al, 2019 ; Kyttälä & Lehto, 2008 ; Mix et al, 2016 ), being these type of tasks essential in the core of mathematics education for the elementary grades according to the National Council of Teachers of Mathematics ( NCTM, 2000 ). In the number ordering task, the numbers are processed as ordered sequences, one important marker of an individual’s basic number skills (Hawes et al, 2018), where a positive relation between children and adults’ ordinality skills and mathematical performance has been found ( Lyons et al, 2014 ; Lyons, Vogel & Ansari, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Mathematical achievement: the role of spatial and motor skills in 6–8 year-old children

Fernández-Méndez

Contreras

Mammarella

et al. 2020

PeerJ

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Several studies have tried to establish the factors that underlie mathematical ability across development. Among them, spatial and motor abilities might play a relevant role, but no studies jointly contemplate both types of abilities to account for mathematical performance. The present study was designed to observe the roles of spatial and motor skills in mathematical performance. A total of 305 children aged between 6 and 8 years took part in this study. A generalized linear regression model with mathematical performance as a dependent variable was performed. Results revealed that Block design (as a visuospatial reasoning measure) accounted for mathematical performance, especially among 6- and 7-year-olds but not in 8-year-olds. After controlling for the effect of the block design, mental rotation and manual dexterity predicted mathematical performance. These findings highlight the role of underlying cognitive (spatial) and motor abilities in supporting mathematical achievement in primary school children.

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“…However, previous studies reported that students have limited visualization skills in mathematics (Arcavi, 2003;Stylianou & Silver, 2004). Since visualization is a unique predictor of student's mathematics performance (Hawes, Moss, Caswell, Seo, & Ansari, 2019;Kahl, Grob, Segerer, & Möhring, 2019), it is suggested that visual representations should be emphasized in mathematics classrooms.…”

Section: Introductionmentioning

confidence: 99%

Addition Concept through the Lenses of Young Children: Creating Visual Representation with Digital Cameras

Bakar

Yunus

Mohamed

et al. 2020

EURASIA J Math Sci Tech Ed

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Acquiring abstract Mathematics concepts is often challenging for young children. This study explored young children's use of digital cameras to exhibit their understanding of the addition concept. It investigated how the processes involved in producing the photographs and creating the visual representation that helped to develop the children's comprehension of the concept of addition. This study employed a qualitative research design and data collection included observation, dialogues with children and children's artefact (i.e. photographs). Six children in a preschool centre were participants for the focus group. The findings showed that young children were capable photographers and that their visual representation images supported their understanding of the addition concept. The study implicated that the creation of mathematical visual representation is critical to facilitate the development of abstract mathematics concepts.

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Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Cited by 124 publications

References 67 publications

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

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

Mathematical achievement: the role of spatial and motor skills in 6–8 year-old children

Addition Concept through the Lenses of Young Children: Creating Visual Representation with Digital Cameras

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