### Abstract

Original language | English |
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Title of host publication | International Handbook of Mathematical Learning Difficulties |

Editors | Annemarie Fritz, Vitor Geraldi Haase, Pekka Rasanen |

Publisher | Springer |

Pages | 423-435 |

Number of pages | 12 |

ISBN (Electronic) | 9783319971483 |

ISBN (Print) | 9783319971476 |

DOIs | |

Publication status | Published - 2019 |

Externally published | Yes |

### Publication series

Name | International Handbook of Mathematical Learning Difficulties |
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### Fingerprint

### Cite this

*International Handbook of Mathematical Learning Difficulties*(pp. 423-435). (International Handbook of Mathematical Learning Difficulties). Springer. https://doi.org/10.1007/978-3-319-97148-3_27

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*International Handbook of Mathematical Learning Difficulties.*International Handbook of Mathematical Learning Difficulties, Springer, pp. 423-435. https://doi.org/10.1007/978-3-319-97148-3_27

**The relation between spatial reasoning and mathematics achievement in children with mathematics learning difficulties.** / RESNICK, Ilyse; Newcombe, Nora S.; Jordan, Nancy C.

Research output: A Conference proceeding or a Chapter in Book › Chapter

TY - CHAP

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

AU - RESNICK, Ilyse

AU - Newcombe, Nora S.

AU - Jordan, Nancy C.

PY - 2019

Y1 - 2019

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.

KW - Spatial reasoning

KW - Mathematics achievement

KW - Learning disability

KW - Fractions

KW - Number line

UR - http://www.mendeley.com/research/language-dimension-mathematical-difficulties

U2 - 10.1007/978-3-319-97148-3_27

DO - 10.1007/978-3-319-97148-3_27

M3 - Chapter

SN - 9783319971476

T3 - International Handbook of Mathematical Learning Difficulties

SP - 423

EP - 435

BT - International Handbook of Mathematical Learning Difficulties

A2 - Fritz, Annemarie

A2 - Haase, Vitor Geraldi

A2 - Rasanen, Pekka

PB - Springer

ER -