Spatial Abilities Associated with Open Math Problem Solving

Autor/inn/en	Wang, Li; Cao, Chen; Zhou, Xinlin; Qi, Chunxia
Titel	Spatial Abilities Associated with Open Math Problem Solving
Quelle	In: Applied Cognitive Psychology, 36 (2022) 2, S.306-317 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Xinlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3919
Schlagwörter	Spatial Ability; Mathematics Skills; Problem Solving; Transfer of Training; Cognitive Processes; Middle School Students; Short Term Memory; Correlation; Age Differences; Gender Differences; Nonverbal Ability; Arithmetic; Difficulty Level; Retention (Psychology); Visualization + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Training; Transfer; Ausbildung; Cognitive process; Kognitiver Prozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kurzzeitgedächtnis; Korrelation; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schwierigkeitsgrad; Merkfähigkeit; Visualisation; Visualisierung
Abstract	Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2-back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01