How Are Spatial Ability and Math Related? The Mediating Roles of Numerical Magnitude Knowledge, Understanding of Arithmetic Operations, and Word-Problem Representation

Autor/inn/en	Leung, Chloe Oi-Ying; Wong, Terry Tin-Yau
Titel	How Are Spatial Ability and Math Related? The Mediating Roles of Numerical Magnitude Knowledge, Understanding of Arithmetic Operations, and Word-Problem Representation
Quelle	In: Journal of Educational Psychology, 115 (2023) 7, S.969-984 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leung, Chloe Oi-Ying) ORCID (Wong, Terry Tin-Yau)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000817
Schlagwörter	Spatial Ability; Mathematics Achievement; Knowledge Level; Arithmetic; Mathematics Skills; Word Problems (Mathematics); Grade 6; Intelligence; Short Term Memory; Correlation; Elementary School Students; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wissensbasis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics ability; Textaufgabe; School year 06; 6. Schuljahr; Schuljahr 06; Intelligenz; Klugheit; Kurzzeitgedächtnis; Korrelation; Ausland; Hongkong
Abstract	The current study investigated the relation between spatial ability and children's math performance, as well as the potential mechanisms underlying this relation including numerical magnitude knowledge, understanding of arithmetic operations, and word-problem representation. A sample of 221 Asian sixth graders (age 11, 129 boys) completed a series of tasks measuring their spatial abilities, math performance, the potential mechanisms underlying the space-math relation, along with other potential confounding factors such as intelligence and working memory. Results indicated that spatial ability was significantly associated with math performance beyond the effects of controlled variables. Additionally, numerical magnitude knowledge, understanding of arithmetic operations, and word-problem representation were found to partially mediate the relation between spatial ability and math performance. These findings clarify the mechanisms underlying the space--math relation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01