数学成就：空间和运动技能在6至8岁儿童中的作用。
Mathematical achievement: the role of spatial and motor skills in 6-8 year-old children.
作者信息
Fernández-Méndez Laura M, Contreras María José, Mammarella Irene Cristina, Feraco Tommaso, Meneghetti Chiara
机构信息
Department of Psychology, Universidad Rey Juan Carlos, Madrid, Spain.
Department of Basic Psychology I, Universidad Nacional de Educación a Distancia, Madrid, Spain.
出版信息
PeerJ. 2020 Oct 6;8:e10095. doi: 10.7717/peerj.10095. eCollection 2020.
Several studies have tried to establish the factors that underlie mathematical ability across development. Among them, spatial and motor abilities might play a relevant role, but no studies jointly contemplate both types of abilities to account for mathematical performance. The present study was designed to observe the roles of spatial and motor skills in mathematical performance. A total of 305 children aged between 6 and 8 years took part in this study. A generalized linear regression model with mathematical performance as a dependent variable was performed. Results revealed that Block design (as a visuospatial reasoning measure) accounted for mathematical performance, especially among 6- and 7-year-olds but not in 8-year-olds. After controlling for the effect of the block design, mental rotation and manual dexterity predicted mathematical performance. These findings highlight the role of underlying cognitive (spatial) and motor abilities in supporting mathematical achievement in primary school children.
多项研究试图确定贯穿整个成长过程的数学能力背后的因素。其中，空间和运动能力可能发挥着相关作用，但尚无研究同时考虑这两种能力来解释数学成绩。本研究旨在观察空间和运动技能在数学成绩中的作用。共有305名6至8岁的儿童参与了这项研究。以数学成绩为因变量进行了广义线性回归模型分析。结果显示，积木设计（作为一种视觉空间推理测量方法）能够解释数学成绩，尤其是在6岁和7岁的儿童中，但在8岁儿童中并非如此。在控制了积木设计的影响后，心理旋转和手部灵活性能够预测数学成绩。这些发现凸显了潜在的认知（空间）和运动能力在支持小学生数学成绩方面的作用。
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