Longitudinally adaptive assessment and instruction increase numerical skills of preschool children.

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children's numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child's growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction.

Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning.

Past research has shown that children's mental rotation skills are malleable and can be improved through action experience-physically rotating objects-or gesture experience-showing how objects could rotate (e.g., Frick, Ferrara, & Newcombe, 2013; Goldin-Meadow et al.

Children's use of decomposition strategies mediates the visuospatial memory and arithmetic accuracy relation.

This study examined the mediating role of children's use of decomposition strategies in the relation between visuospatial memory (VSM) and arithmetic accuracy. Children (N = 78; Age M = 9.36) completed assessments of VSM, arithmetic strategies, and arithmetic accuracy.

Sex differences in spatial cognition: advancing the conversation.

The existence of a sex difference in spatial thinking, notably on tasks involving mental rotation, has been a topic of considerable research and debate. We review this literature, with a particular focus on the development of this sex difference, and consider four key questions: (1) When does the sex difference emerge developmentally and does the magnitude of this difference change across development? (2) What are the biological and environmental factors that contribute to sex differences in spatial skill and how might they interact? (3) How malleable are spatial skills, and is the sex difference reduced as a result of training? and (4) Does 'spatializing' the curriculum raise the level of spatial thinking in all students and hold promise for increasing and diversifying the STEM pipeline? Throughout the review, we consider promising avenues for future research.