Pathways From Spatial Skills to Mathematics: The Roles of Gender and Fluid Reasoning.

There are contentious and persistent gender differences reported in some measures of spatial skills, particularly mental rotation and, to a lesser extent, perspective-taking, which may have an impact on mathematics success. Furthermore, pathways between spatial skills and mathematics may be mediated by other cognitive factors, such as fluid reasoning. Participants (N = 320, age range 8-12 years) completed measures of mental rotation, perspective-taking, fluid reasoning, and mathematics.

Spatial Visualization Supports Students' Math: Mechanisms for Spatial Transfer.

The present study conducted a randomized control trial to assess the efficacy of two spatial intervention programs aimed to improve Grade 4 (N = 287) students' spatial visualization skills and math performance. The first treatment (N = 98) focused on isolated spatial training that included 40 min of digital spatial training across fourteen weeks. The second treatment (N = 92) embedded spatial visualization skill development into math lessons, along with the digital spatial training that provided practice of the newly acquired skills.

Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?

Background: The role of gender in both spatial and mathematics performance has been extensively studied separately, with a male advantage often found in spatial tasks and mathematics from adolescence. Spatial reasoning is consistently linked to mathematics proficiency, yet despite this, little research has investigated the role of spatial orientation and gender in the relationship between spatial reasoning and mathematics.

Aims: In the present study, three spatial reasoning constructs (mental rotation, spatial visualization, and spatial orientation) were examined for their unique contributions to mathematics performance in two samples (Study 1: grade 5; Study 2: grade 8).

The impact of an intervention program on students' spatial reasoning: student engagement through mathematics-enhanced learning activities.

Background: Spatial reasoning skill has consistently been found to be malleable. However, there is little research to date on embedding spatial training within learning frameworks. This study evaluated the effects of a classroom-based spatial reasoning intervention on middle school children's spatial reasoning.

Visuospatial training improves elementary students' mathematics performance.

Background: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance.

Aims: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention.

Sample: The study involved grade six students (ages 10-12) in eight classes.