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Effects of spatial training on mathematics performance: A meta-analysis.

Zachary C K Hawes1, Katie A Gilligan-Lee2, Kelly S Mix3

  • 1Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto.

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Spatial training significantly improves math skills, especially for older children using concrete manipulatives. This meta-analysis confirms the link between spatial and mathematical abilities, though transfer mechanisms require further study.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Prior research indicates a strong correlation between spatial and mathematical skills.
  • Establishing a causal link has yielded inconsistent results.
  • Understanding the conditions for effective spatial training is crucial.

Purpose of the Study:

  • To systematically meta-analyze the effects of spatial training on mathematics performance.
  • To investigate moderators influencing the effectiveness of spatial training.
  • To clarify the extent and conditions under which spatial training enhances math skills.

Main Methods:

  • Systematic meta-analysis of 29 controlled pre-post studies.
  • Inclusion of 3,765 participants and 89 effect sizes.
  • Analysis of moderators including age, training materials, and transfer type.

Main Results:

  • Spatial training yielded an average effect size of 0.28 on mathematics performance.
  • Spatial training also significantly improved spatial thinking (g = 0.49).
  • Training effects were moderated by participant age, use of concrete manipulatives, and transfer type.

Conclusions:

  • Spatial training is an effective method for enhancing mathematical understanding and performance.
  • Effectiveness increases with age and the use of concrete manipulatives.
  • Further theoretically guided research is needed to understand the mechanisms of transfer.