Visuo-spatial mental imagery and geometry skills in school-aged children

被引:7
作者
Fastame, Maria Chiara [1 ]
机构
[1] Univ Cagliari, Dept Pedag, Psychol, Philosophy, Via Is Mirrionis 1, I-09123 Cagliari, Italy
关键词
mental imagery; geometry; visuo-spatial reasoning; problem-solving; primary school; WORKING-MEMORY; SPATIAL ABILITY; INTUITIVE GEOMETRY; GENDER DIFFERENCES; MATHEMATICS; INTELLIGENCE;
D O I
10.1177/0143034321992458
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils attending primary school. After controlling for age, significant associations were found between non-verbal reasoning abilities and knowledge in geometry (r = .31, p = .013) and geometric problem-solving skills (r = .35, p = .005), respectively. Similarly, using age as covariate, mental imagery abilities were significantly related to geometric knowledge (r = -.28, p < .001) and geometric problem-solving skills (r = -.24, p = .002), respectively. Furthermore, pupils with high visuo-spatial mental imagery abilities outperformed their peers with low visuo-spatial competences in the geometry tasks and further visuo-spatial abilities measure computed by their teachers. Finally, male participants showed better geometry skills than females.
引用
收藏
页码:324 / 337
页数:14
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