Mathematical Skills in Ninth-graders: Relationship with visuo-spatial abilities and working memory

By Minna Reuhkala. 2001

224 citations recorded by the source corpus.

Subfields: Automotive Engineering, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c48e3e34f801febf15fe8d0d3e9a52eba6ec7bee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Automotive Engineering

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving (2010, background): “McLean and Hitch (1999) found that 9-year-old maths-disabled children performed less well than a control group on a VSWM task, and Reuhkala ( 2001 ) found that performance on a visual-spatial task (eg, visual matrix pattern task) and a mental rotation task correlated with mathematics test scores in ”
A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement (2009, background): “Reuhkala (2001) conducted two studies that related visual-spatial and verbal working memory, verbal short-term memory, and visual-spatial processing abilities to maths achievement among high school students (ages 15–16 years).”
Number sense in children with visuospatial disabilities: Orientation of the mental number line (2005, background): “…has been primarily attributed to dysfunctions at the level of peripheral support systems, like working memory, visual imagery (Keeler & Swanson, 2001; Reuhkala, 2001) or visuospatial attention, causing deficiencies in retrieval and/or procedural operations (for review see Geary & Hoard, 2001).”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “Tasks assessing mental rotation are also shown to relate to math performance (Casey, Nuttall, Pezaris, & Benbow, 1995; Casey, Pezaris, & Nuttall, 1992; O'Boyle et al., 2005; Reuhkala, 2001), supporting the link between VMS with math achievement.”
The relationship between visuospatial sketchpad capacity and children's mathematical skills (2008, background): “This may explain the significant associations reported between older children’s mathematical abilities and their VSSP capacities (e.g., Maybery & Do, 2003; Reuhkala, 2001).”
Working memory, fluid intelligence, and science learning (2006, background): “While there have been extensive studies of WM’s relationship with reading and mathematics achievement (Alloway, 2006; Reuhkala, 2001; Swanson & Howell, 2003), less emphasis has been given to the connection between WM and science learning.”
Working Memory and Children’s Mathematical Skills: Implications for mathematical development and mathematics curricula (2006, background): “Several studies report an association between visuo-spatial skills and mathematics performance in children (Jarvis & Gathercole, 2003; Maybery & Do, 2003; Reuhkala, 2001).”
The Relationship between Visuospatial Working Memory and Mathematical Performance in School-Aged Children: a Systematic Review (2019, background): “…dot matrix, spatial span task, odd one out task Maybery and Do 2003 49 9–10 Wood and Lowther Easymark Diagnostic Mathematics Test Fixed spatial span, running spatial span Reuhkala 2001 115 15–16 National mathematics test Matrix pattern task, corsi block task fluctuations in this relationship…”
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities (2011, background): “The visuo-spatial component also appears to be impaired (D’Amico & Guarnera, 2005; McLean & Hitch, 1999; Passolunghi & Mammarella, 2010; Reuhkala, 2001; Schuchardt, Maehler, & Hasselhorn, 2008; van der Sluis, van der Leij, & de Jong, 2005) in these children.”