Spatial Training Improves Children's Mathematics Ability

Autor/inn/en	Cheng, Yi-Ling; Mix, Kelly S.
Titel	Spatial Training Improves Children's Mathematics Ability
Quelle	(2014), (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/15248372.2012.725186
Schlagwörter	Children; Cognitive Processes; Computation; Control Groups; Correlation; Mathematics Skills; Numeracy; Outcomes of Education; Pretests Posttests; Puzzles; Scores; Spatial Ability; Statistical Analysis; Task Analysis; Teaching Methods; Michigan + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Lernleistung; Schulerfolg; Legespiel; Räumliches Vorstellungsvermögen; Statistische Analyse; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11). [This paper was published in "Journal of Cognition and Development" v15 n1 p2-11 2014 (EJ1028477).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01