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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.
Developmental Psychology
|January 24, 2022
Summary
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.
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.
