Reference : Different aspects of spatial skills and their relation to early mathematics
Scientific congresses, symposiums and conference proceedings : Poster
Social & behavioral sciences, psychology : Neurosciences & behavior
http://hdl.handle.net/10993/28747
Different aspects of spatial skills and their relation to early mathematics
English
Cornu, Véronique mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hornung, Caroline mailto [University of Luxembourg > Luxembourg Centre for Educational Testing (LUCET)]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Martin, Romain mailto [University of Luxembourg > Rectorate > Academic Affairs >]
29-Sep-2016
No
Workshop "Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing"
28-09-2016 to 30-09-2016
Tübingen
Germany
[en] We aimed at investigating the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Several studies highlighted the relation between spatial skills and mathematics. However, due to their non-unitary nature, different aspects of spatial skills need to be differentiated to clarify the relative importance of different aspects of spatial skills for mathematics. In the present study, at time 1, a spatial perception task, a spatial visualization task and visuo-motor integration task were administered to assess different aspects of spatial skills. Furthermore we assessed domain-specific skills and verbal domain-general skills. Four months later, the same children performed an arithmetic task and a number line estimation task to evaluate how the abilities measured at time 1 predict early mathematics. Hierarchical regression modelling revealed that children’s performance on the spatial perception task was predictive of their performance in both arithmetic and number line estimation, whereas visuo-motor integration and knowledge of the Arabic numerals significantly predicted arithmetic. The predictive relation between spatial perception and arithmetic was partially mediated by the number line estimation task. Our findings emphasize the role of spatial skills, notably spatial perception, in mathematical development. These results reveal the importance to differentiate within the construct of spatial skills when studying their role in numerical development. The development and implementation of pre-school interventions fostering children’s spatial perception and visuo-motor integration might thus be a promising approach for providing children with a sound foundation for later mathematical learning.
http://hdl.handle.net/10993/28747

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