Young Christopher J, Levine Susan C, Mix Kelly S
Department of Psychology, University of Chicago, Chicago, IL, United States.
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States.
Front Psychol. 2018 Jun 4;9:755. doi: 10.3389/fpsyg.2018.00755. eCollection 2018.
In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills and specific connections between these abilities, especially those that included children as participants. We also find evidence of strong spatial-mathematical connections and transfer from spatial interventions to mathematical understanding. Finally, we map out the kinds of studies that could enhance our understanding of the mechanisms by which spatial and mathematical processing are connected and the principles by which mathematical outcomes could be enhanced through spatial training in educational settings.
在本文中，我们回顾了跨发展阶段对空间思维与数学思维之间联系进行建模的方法。我们批判性地评估了因素分析、元分析和实验文献的优缺点。我们审视了那些旨在描述空间技能和数学技能的性质、数量以及这些能力之间具体联系的研究，尤其是那些以儿童为参与者的研究。我们还发现了空间与数学之间紧密联系以及从空间干预向数学理解迁移的证据。最后，我们规划了各类研究，这些研究能够增进我们对空间处理与数学处理相联系的机制，以及在教育环境中通过空间训练提高数学成绩所依据原则的理解。
