Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation

Autor/inn/en	Geer, Elyssa A.; Quinn, Jamie M.; Ganley, Colleen M.
Titel	Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation
Quelle	In: Developmental Psychology, 55 (2019) 3, S.637-652 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000649
Schlagwörter	Correlation; Spatial Ability; Mathematics Achievement; Elementary School Students; Longitudinal Studies; Mathematics Instruction; Mathematics Skills; Grade 1; Grade 2; Grade 3; Elementary School Mathematics; Mathematics Tests; Florida + Suchen Sie Ihr Suchwort? Korrelation; Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Mathematics ability; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik
Abstract	Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through third-grade students who were tested in the spring for three consecutive school years. Linear growth models showed increases for each skill across the three school years. A random intercepts cross-lagged panel analysis indicated that controlling for task-specific (i.e., autoregressive) growth, there was a relation between spatial visualization/mental rotation at Year 1 and math performance at Year 2. In addition, math scores in Year 2 predicted Year 3 spatial visualization/mental rotation skills as well as Year 3 spatial perception skills. Further, there were significant differences in task performance depending on grade in school, and there were gender differences in spatial perception and sometimes math performance. Thus, we find some evidence for reciprocal relations between spatial and math skills over development, but our results suggest that the particular type of spatial skill measured is important to consider in studying these relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01