Visuospatial training improves elementary students’ mathematics performance

    Research output: Contribution to journalArticle

    26 Citations (Scopus)
    4 Downloads (Pure)

    Abstract

    Background: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. Aims: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) mathematics performance as a result of the intervention. Sample: The study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). Methods: A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills. Results: The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Conclusions: Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ mathematics performance.

    Original languageEnglish
    Pages (from-to)170-186
    Number of pages17
    JournalBritish Journal of Educational Psychology
    Volume87
    Issue number2
    DOIs
    Publication statusPublished - 2017

    Fingerprint

    Mathematics
    mathematics
    Students
    performance
    student
    classroom
    ability
    spatial orientation
    non-intervention
    mathematics instruction
    teacher
    visualization
    elementary school
    Curriculum
    school grade
    Orientation
    curriculum
    Control Groups
    Spatial Navigation
    Research

    Cite this

    @article{b2a0281e565d46a9b70acc2da8de84bd,
    title = "Visuospatial training improves elementary students’ mathematics performance",
    abstract = "Background: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. Aims: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) mathematics performance as a result of the intervention. Sample: The study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). Methods: A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills. Results: The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Conclusions: Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ mathematics performance.",
    keywords = "mathematics performance, spatial ability, spatial reasoning",
    author = "Thomas LOWRIE and Tracy LOGAN and Ajay RAMFUL",
    year = "2017",
    doi = "10.1111/bjep.12142",
    language = "English",
    volume = "87",
    pages = "170--186",
    journal = "British Journal of Educational Psychology",
    issn = "0007-0998",
    publisher = "Wiley-Blackwell",
    number = "2",

    }

    Visuospatial training improves elementary students’ mathematics performance. / LOWRIE, Thomas; LOGAN, Tracy; RAMFUL, Ajay.

    In: British Journal of Educational Psychology, Vol. 87, No. 2, 2017, p. 170-186.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Visuospatial training improves elementary students’ mathematics performance

    AU - LOWRIE, Thomas

    AU - LOGAN, Tracy

    AU - RAMFUL, Ajay

    PY - 2017

    Y1 - 2017

    N2 - Background: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. Aims: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) mathematics performance as a result of the intervention. Sample: The study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). Methods: A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills. Results: The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Conclusions: Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ mathematics performance.

    AB - Background: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. Aims: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students’ (1) spatial reasoning and (2) mathematics performance as a result of the intervention. Sample: The study involved grade six students (ages 10–12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). Methods: A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students’ spatial visualization, mental rotation, and spatial orientation skills. Results: The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Conclusions: Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students’ mathematics performance.

    KW - mathematics performance

    KW - spatial ability

    KW - spatial reasoning

    UR - http://www.scopus.com/inward/record.url?scp=85010366671&partnerID=8YFLogxK

    U2 - 10.1111/bjep.12142

    DO - 10.1111/bjep.12142

    M3 - Article

    VL - 87

    SP - 170

    EP - 186

    JO - British Journal of Educational Psychology

    JF - British Journal of Educational Psychology

    SN - 0007-0998

    IS - 2

    ER -