TY - CHAP

T1 - The relation between spatial reasoning and mathematical achievement in children with mathematical learning difficulties

AU - Resnick, Ilyse

AU - Newcombe, Nora S.

AU - Jordan, Nancy C.

N1 - Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

PY - 2019/1/30

Y1 - 2019/1/30

N2 - There is evidence that spatial reasoning and mathematics achievement are related in typically developing students (e.g., Mix, K. S., & Cheng, Y. L., Advances in Child Development and Behavior, 42, 197–243, 2012). This chapter expands discussion to consider spatial reasoning in children with mathematics learning difficulties (MD). We begin by showing that spatial reasoning and mathematics achievement are multidimensional constructs comprised of dissociable, yet interconnected, skills. In this context, we consider how selected spatial and mathematical tasks intersect and how these connections may differ for students with MD. Spatial reasoning supports understanding numerical magnitude, which is commonly recognized as a core deficit in children with MD. Studies suggests, however, that children with and without MD may have similar spatial skills, with the exception of spatial working memory, where typically developing children have an advantage. These findings raise the possibility that spatial reasoning might be an untapped reservoir of strength for some children with MD. Visual number line activities may be particularly effective for connecting spatial and numerical skills.

AB - There is evidence that spatial reasoning and mathematics achievement are related in typically developing students (e.g., Mix, K. S., & Cheng, Y. L., Advances in Child Development and Behavior, 42, 197–243, 2012). This chapter expands discussion to consider spatial reasoning in children with mathematics learning difficulties (MD). We begin by showing that spatial reasoning and mathematics achievement are multidimensional constructs comprised of dissociable, yet interconnected, skills. In this context, we consider how selected spatial and mathematical tasks intersect and how these connections may differ for students with MD. Spatial reasoning supports understanding numerical magnitude, which is commonly recognized as a core deficit in children with MD. Studies suggests, however, that children with and without MD may have similar spatial skills, with the exception of spatial working memory, where typically developing children have an advantage. These findings raise the possibility that spatial reasoning might be an untapped reservoir of strength for some children with MD. Visual number line activities may be particularly effective for connecting spatial and numerical skills.

UR - http://www.scopus.com/inward/record.url?scp=85078109600&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/717c6bcd-5de6-3b06-9b36-2fbdbce9e498/

U2 - 10.1007/978-3-319-97148-3_26

DO - 10.1007/978-3-319-97148-3_26

M3 - Chapter

SN - 9783319971476

T3 - International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom

SP - 423

EP - 436

BT - International Handbook of Mathematical Learning Difficulties

A2 - Fritz, Annemarie

A2 - Haase, Vitor Geraldi

A2 - Räsänen, Pekka

PB - Springer

CY - Switzerland

ER -