The relation between spatial ability and math : the mediating roles of numerical magnitude knowledge, understanding of arithmetic operations and word-problem representation

Abstract

The current study aims at investigating the relation between spatial ability and children’s math performance, as well as exploring whether their relations are mediated by numerical magnitude knowledge, understanding of arithmetic operations, and word-problem representation. A sample of 221 sixth graders completed a series of tasks measuring their spatial abilities, numerical magnitude knowledge, understanding of arithmetic operations, word problem representation, and math performance, as well as other potential confounding factors such as intelligence and working memory. Results from structural equation modeling indicated that spatial ability is the significant predictor of math performance, even after controlling for the confounding variables. Besides, the three math components (numerical magnitude knowledge, understanding of arithmetic operations, and word-problem representation) partially mediated the predictive effects of spatial ability on math performance. The results supported the predictive role of spatial ability in math performance and further confirmed the mediating roles of numerical magnitude knowledge, understanding of arithmetic operations and word-problem representation. This study served as the first study to include the three math components in a path model, which allows the author to examine their unique contribution to math performance. The findings provide researchers and educators with a more comprehensive view of the linkage between spatial ability and math performance thus informing educators for the design of interventions in children’s math performance.