Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation

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  • Source:
    Developmental Psychology, v55 n3 p637-652 Mar 2019. 16 pp.
  • Accession Number:
    http://dx.doi.org/10.1037/dev0000649
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
    • Peer Reviewed:
      Y
    • ISSN:
      0012-1649
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through third-grade students who were tested in the spring for three consecutive school years. Linear growth models showed increases for each skill across the three school years. A random intercepts cross-lagged panel analysis indicated that controlling for task-specific (i.e., autoregressive) growth, there was a relation between spatial visualization/mental rotation at Year 1 and math performance at Year 2. In addition, math scores in Year 2 predicted Year 3 spatial visualization/mental rotation skills as well as Year 3 spatial perception skills. Further, there were significant differences in task performance depending on grade in school, and there were gender differences in spatial perception and sometimes math performance. Thus, we find some evidence for reciprocal relations between spatial and math skills over development, but our results suggest that the particular type of spatial skill measured is important to consider in studying these relations.
    • Abstract:
      As Provided
    • Number of References:
      64
    • Physical Description:
      16
    • Education Level:
      Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2; Grade 3
    • Journal Code:
      MAY2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1206703
  • Citations
    • ABNT:
      GEER, E. A.; QUINN, J. M.; GANLEY, C. M. Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation. Developmental Psychology, [s. l.], v. 55, n. 3, p. 637–652, 2019. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428. Acesso em: 13 dez. 2019.
    • AMA:
      Geer EA, Quinn JM, Ganley CM. Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation. Developmental Psychology. 2019;55(3):637-652. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428. Accessed December 13, 2019.
    • APA:
      Geer, E. A., Quinn, J. M., & Ganley, C. M. (2019). Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation. Developmental Psychology, 55(3), 637–652. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Geer, Elyssa A., Jamie M. Quinn, and Colleen M. Ganley. 2019. “Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation.” Developmental Psychology 55 (3): 637–52. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428.
    • Harvard:
      Geer, E. A., Quinn, J. M. and Ganley, C. M. (2019) ‘Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation’, Developmental Psychology, 55(3), pp. 637–652. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428 (Accessed: 13 December 2019).
    • Harvard: Australian:
      Geer, EA, Quinn, JM & Ganley, CM 2019, ‘Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation’, Developmental Psychology, vol. 55, no. 3, pp. 637–652, viewed 13 December 2019, .
    • MLA:
      Geer, Elyssa A., et al. “Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation.” Developmental Psychology, vol. 55, no. 3, Mar. 2019, pp. 637–652. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Geer, Elyssa A., Jamie M. Quinn, and Colleen M. Ganley. “Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation.” Developmental Psychology 55, no. 3 (March 1, 2019): 637–52. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428.
    • Vancouver/ICMJE:
      Geer EA, Quinn JM, Ganley CM. Relations between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation. Developmental Psychology [Internet]. 2019 Mar 1 [cited 2019 Dec 13];55(3):637–52. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206703&custid=s8280428