Gilligan-Lee Katie A, Hawes Zachary C K, Williams Ashley Y, Farran Emily K, Mix Kelly S
School of Psychology, University College Dublin, Dublin, Ireland.
School of Psychology, University of Surrey, Guildford, UK.
Child Dev. 2023 Sep-Oct;94(5):1205-1221. doi: 10.1111/cdev.13963. Epub 2023 Aug 7.
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.
研究表明，空间干预有助于提高数学能力。然而，训练过程中是否使用实物教具（具身动作）会导致结果有所不同。本研究比较了具身和非具身空间干预对空间和数学能力的影响。该研究采用随机、对照、前后测、随访、训练设计（N = 182；平均年龄8岁；49%为女性；83.5%为白人）。我们发现，与对照组相比，具身和非具身空间训练方法都能提高空间技能。然而，我们得出的结论是，使用实物教具的具身空间训练比非具身训练在数学方面能带来更大、更一致的提升，并且空间处理深度更大。这些发现凸显了空间活动，特别是那些使用实物材料的活动，在提高儿童数学技能方面的潜力。
