Examining the relations between spatial skills and mathematical performance: A meta-analysis

Exploring relative strengths in people with Down syndrome: Spatial thinking and its role in mathematics

There is convincing evidence that training spatial abilities leads to improved mathematics performance in typically developing (TD) children. However, a lack of information on mathematical development and spatial-mathematical associations in people with Down syndrome (DS) hinders the translation of these interventions. Here, we established developmental trajectories of mathematics and explored whether spatial ability predicts attainment on different mathematics measures in individuals with DS. Participants with DS (n = 36; ages 9-35 years) and TD children (n = 132; ages 4-11 years) completed three groups of tasks: spatial tasks assessing different subdomains of spatial thinking; mathematics tasks assessing early mathematics skills, mathematical reasoning, arithmetic, and geometry; and IQ tasks. The developmental trajectories of mathematics performance against mental age revealed similar starting points of the trajectories and similar rates of development for DS and TD groups. Furthermore, after controlling for verbal skills, spatial skills explained 5.8% to 18.1% of the variation in mathematical performance across different mathematics tasks, and the pattern of spatial-mathematical relations was similar for DS and mental age-matched TD groups. This shows that mathematical development in DS groups appears to mirror that in TD children, indicative of delay only. Strong spatial-mathematical relations were observed for individuals with DS, like those seen for TD participants. This is the vital preliminary knowledge needed to support the design and use of spatial intervention for improving mathematics in individuals with DS.

Mathematics anxiety and math achievement in primary school children: Testing different theoretical accounts

Some students suffer from math anxiety and experience negative emotions in mathematics education. Children's math anxiety is negatively related to their math achievement, suggesting that math anxiety puts their math learning at risk. Several theoretical accounts have been proposed that help to explain this association between math anxiety and achievement. In the current study, we aimed to test predictions of two prominent theories, namely the disruption account and the reduced competency account, using a comprehensive and unifying approach. A sample of 6- to 8-year-olds (N = 163) answered a math anxiety questionnaire, solved a spatial task (mental rotation), and solved several arithmetic problems. After each arithmetic problem, they were asked how they solved the problem. Strategies were then classified into counting and higher-level mental strategies (including decomposition and retrieval), with higher-level strategies loading strongly on working memory resources. Analyses revealed a negative, albeit small, association between children's math anxiety and accuracy in solving arithmetic problems. In line with the disruption account, children's frequency of using higher-level mental strategies mediated this relation between math anxiety and arithmetic performance. Moreover, our results support the reduced competency account given that arithmetic performance was related to math anxiety, whereas mental rotation was only indirectly related to math anxiety. Overall, our findings corroborate both accounts, lending further support to the notion that these accounts might not be mutually exclusive. Our findings imply that interventions might be most effective when focusing on emotion regulation strategies and improving mathematical and spatial performance.

Unpacking associations among children's spatial skills, mathematics, and arithmetic strategies: decomposition matters

Several studies revealed links between mental rotation and mathematical tasks, but the intervening processes in this connection remain rather unexplored. Here, we aimed to investigate whether children's mental rotation skills relate to their accuracy in solving arithmetic problems via their usage of decomposition strategies, thus probing one potential intervening process. To this end, we examined a sample of 6- to 8-year-olds (N = 183) with a chronometric mental rotation task, and asked children to solve several arithmetic problems while assessing their solution strategies. After each arithmetic problem, children were asked about their strategy to solve the respective arithmetic problem and these were classified as either counting, decomposition, or retrieval strategies. Analyses were controlled for age, sex, fluid and verbal reasoning. Results indicated that children's response times and accuracy in the mental rotation task were best explained by linear functions of rotation angle, suggesting the usage of dynamic mental transformation strategies. A multiple mediation model revealed that children with higher mental rotation skills were more inclined to use higher-level mental strategies such as decomposition which in turn increased their accuracy of solving arithmetic problems. None of the other arithmetic strategies revealed significant indirect effects. These findings suggest that children with higher mental rotation skills may profit from visualizing and flexibly transforming numerical magnitudes, increasing the frequency of decomposition strategies. Overall, decomposition may play a unique role in the connection between children's mental rotation and arithmetic skills, which is an essential information for planning future training and experimental studies.

The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children

Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.

A single tDCS session can enhance numerical competence

While numerical skills are increasingly important in modern life, few interventions have been developed to support those with numeracy skills difficulties. Previous studies have demonstrated that applying transcranial Direct Current Stimulation (tDCS) can improve numerical skills. However, tDCS interventions designed to induce lasting changes typically involve reapplying brain-stimulation over several days. Repeated tDCS application can increase the risks associated with the procedure, as well as restricts the transferability of the method to a wider population, particularly those who may experience mobility issues, such as stroke survivors with acalculia. The current study investigated whether a single session of tDCS (anodal to right parietal lobe and cathodal to left parietal lobe), followed by four self-practice sessions without tDCS, could result in enhancement of numerical skills. Nineteen healthy adults (n = 10 tDCS, n = 9 sham control) implicitly learnt the magnitude association of nine arbitrary symbols, previously used by Cohen Kadosh et al. (2010). Numerical proficiency was assessed using number-to-space task, while automaticity was assessed with numerical Stroop. Results revealed that single-session tDCS had a significant effect on participants' accuracy on the number-to-space tasks, but not on the numerical Stroop task's congruity effect, implying automaticity may require longer practice. We conclude that a single session of tDCS should be considered as an avenue for interventions.

How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges

Spatial thinking skills are associated with performance, persistence, and achievement in science, technology, engineering, and mathematics (STEM) school subjects. Because STEM knowledge and skills are integral to developing a well-trained workforce within and beyond STEM, spatial skills have become a major focus of cognitive, developmental, and educational research. However, these efforts are greatly hampered by the current lack of access to reliable, valid, and well-normed spatial tests. Although there are hundreds of spatial tests, they are often hard to access and use, and information about their psychometric properties is frequently lacking. Additional problems include (1) substantial disagreement about what different spatial tests measure-even two tests with similar names may measure very different constructs; (2) the inability to measure some STEM-relevant spatial skills by any existing tests; and (3) many tests only being available for specific age groups. The first part of this report delineates these problems, as documented in a series of structured and open-ended interviews and surveys with colleagues. The second part outlines a roadmap for addressing the problems. We present possibilities for developing shared testing systems that would allow researchers to test many participants through the internet. We discuss technological innovations, such as virtual reality, which could facilitate the testing of navigation and other spatial skills. Developing a bank of testing resources will empower researchers and educators to explore and support spatial thinking in their disciplines, as well as drive the development of a comprehensive and coherent theoretical understanding of spatial thinking.

Cognitive Foundations of Early Mathematics: Investigating the Unique Contributions of Numerical, Executive Function, and Spatial Skills

There is an emerging consensus that numerical, executive function (EF), and spatial skills are foundational to children's mathematical learning and development. Moreover, each skill has been theorized to relate to mathematics for different reasons. Thus, it is possible that each cognitive construct is related to mathematics through distinct pathways. The present study tests this hypothesis. One-hundred and eighty 4- to 9-year-olds (Mage = 6.21) completed a battery of numerical, EF, spatial, and mathematics measures. Factor analyses revealed strong, but separable, relations between children's numerical, EF, and spatial skills. Moreover, the three-factor model (i.e., modelling numerical, EF, and spatial skills as separate latent variables) fit the data better than a general intelligence (g-factor) model. While EF skills were the only unique predictor of number line performance, spatial skills were the only unique predictor of arithmetic (addition) performance. Additionally, spatial skills were related to the use of more advanced addition strategies (e.g., composition/decomposition and retrieval), which in turn were related to children's overall arithmetic performance. That is, children's strategy use fully mediated the relation between spatial skills and arithmetic performance. Taken together, these findings provide new insights into the cognitive foundations of early mathematics, with implications for assessment and instruction moving forward.

A Growth Mindset Message Leads Parents to Choose More Challenging Learning Activities

Prior research has shown that the home learning environment (HLE) is critical in the development of spatial skills and that various parental beliefs influence the HLE. However, a comprehensive analysis of the impact of different parental beliefs on the spatial HLE remains lacking, leaving unanswered questions about which specific parental beliefs are most influential and whether inducing a growth mindset can enhance the spatial HLE. To address these gaps, we conducted an online study with parents of 3- to 5-year-olds. We found that parents' growth mindset about their children's ability strongly predicted the spatial HLE after controlling for parents' motivational beliefs about their children, beliefs about their own ability, children's age, children's gender, and family SES. Further, reading an article about growth mindset led parents to choose more challenging spatial learning activities for their children. These findings highlight the critical role of parents' growth mindset in the spatial HLE. Crucially, these findings demonstrate that general growth mindset messages without specific suggestions for parental practices can influence parental behavior intentions. Further, these effects were also observed in the control domain of literacy, underscoring the broad relevance of the growth mindset in the HLE.

Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children

Research has demonstrated links between sport and mathematics learning, and their relationship with spatial abilities in children. This study explored the association between the development of fundamental movement skills (FMS) and mathematics achievement, and whether the understanding of specific spatial concepts mediated these relationships. Overall, 154 Year 3 children (69 males, 85 females, aged 7-8 years) from four schools in England completed an FMS assessment involving six skills; four spatial tasks assessing intrinsic-static, intrinsic-dynamic, extrinsic-static, and extrinsic-dynamic spatial abilities; and a mathematics test assessing numerical, geometrical, and arithmetical abilities. Overall FMS ability (a combined score across the six skills) was significantly positively correlated to overall mathematics achievement. This relationship was mediated by children's performance on the intrinsic-static spatial ability test. These findings suggest that children who have more mature FMS perform better in mathematics tasks, and this could be due to more developed intrinsic-static spatial ability. However, further research is necessary to determine the mediation effects of intrinsic-dynamic and extrinsic-static spatial ability.

Persistent gender differences in spatial ability, even in STEM experts

Background

Spatial ability (SA) shows wide variability. One proposed explanation for the observed individual difference in SA is variability in interest and engagement in activities that promote spatial ability. Research also robustly shown that males on average outperform females in most aspects of SA. Previous studies have identified a number of activities that can potentially contribute to both individual and gender differences in SA, including tinkering with electronics, particular sports activities, and designing. However, the findings regarding these links are inconsistent. One way to investigate these links is to compare the groups that are intensively engaged with these activities.

Aim

The present study aims to evaluate the robustness of these links by comparing SA in adolescents with expertise in STEM, arts, and sports, with their unselected peers. We also aimed to assess whether gender differences in SA are still present in expert groups.

Methods

The data on ten small-scale SA tests was collected in an unselected sample of adolescents (N = 864, Mean age = 15.4, SD = 1.1); as well as in 3 samples of adolescents with expertise in STEM (N = 667, Mean age = 15, SD = 1.2); in Arts (N = 280, Mean age = 15, SD = 1.2) and in Sports (N = 444, Mean age = 14.3, SD = 0.7).

Results

Out of the three expert groups, only STEM experts on average outperformed the unselected group on all SA tasks. The STEM experts also outperformed Arts and Sports experts. Gender differences persisted in all expert groups, with moderate effect sizes.

Discussion

Findings support previously established links between spatial ability and STEM-related expertise. In contrast, such links were not found for expertise in arts and sports. Consistent with previous research, we found gender differences in SA for all samples, which persisted in STEM experts.

Addiction as a brain disease? A meta-regression comparison of error-related brain potentials between addiction and neurological diseases

The notion that addiction is a "brain disorder" is widespread. However, there is a lack of evidence on the degree of disorder in terms of error processing in addiction. The present meta-analysis aimed at shedding light on this by comparing error-processes with populations with well-recognized brain disorders. We included 17 addiction and 32 neurological disorder studies that compared error-related negativity (ERN) or error positivity (Pe) amplitudes/latencies between experimental and healthy-control groups. Meta-regression analyses were performed for the intergroup comparison and other moderators. Both diagnoses were accompanied by a diminished ERN amplitude, although the degree of impairment was marginally larger in neurological disorders. Neurological disorders presented shorter ERN latencies than addiction when compared with controls. The two groups did not differ in Pe amplitude/latency. Except for a reduced ERN amplitude found along with aging, no other moderator contributed significantly to divergent findings about these four ERP indexes. The results support the brain disease model of addiction, while stressing the importance of quantifying the degrees of brain dysfunctions as a next step.

How Memory Counts in Mathematical Development

Memory has been well-established as a predictor of mathematics achievement in child development. Nevertheless, empirical evidence remains elusive on the unique role of the different forms of memory and their specific mechanisms as predictors of mathematics development. Therefore, in this study, the role of visuospatial short-term memory, visuospatial working memory, verbal short-term memory, and verbal long-term memory was investigated at three key stages of the development of mathematics (5-6 years, 6-7 years, 7-8 years), as well as their interactions across development. The relation between the different memory types and informal and formal mathematics was also studied. The findings of this study provide empirical support for a shift in the relation between different memory types and mathematics achievement over development with: 1) visuospatial short-term memory predicting informal mathematics achievement at the age of 5-6 years; 2) visuospatial working memory predicting informal and formal mathematics achievement at the age of 6-7 years; and 3) verbal short-term memory predicting formal mathematics achievement at the age of 7-8 years. These shifts clearly appear consistent with children's mathematics curriculum content over time and the requirements of mathematics acquisition at specific stages in development. With these findings, the unique role of various forms of memory in the development of mathematics and the timeframe in which they play a crucial part is highlighted, which should be taken into consideration for future research and possible intervention studies in children's mathematics achievement.

A study of practical drawing skills and knowledge transferable skills of children based on STEAM education

The STEAM education involves children’s ability to integrate and apply their knowledge of science, technology, engineering, arts, and mathematics. The application and transfer of interdisciplinary knowledge in practical activities is the structure of STEAM education. This study assesses children’s practical drawing skills and transferable skills based on the global features of their realistic figure drawing. The drawings incorporate the visual information and the multidisciplinary knowledge that children acquire. The assessment variables of the global features are observation perspectives, baseline, and comparison. The results showed that most children present their works through the front view. The children of different age groups show differences in express baseline and comparison features. Boys and girls show some variances in baseline features. Moreover, children are relatively unskilled at applying interdisciplinary knowledge in their drawings.