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Scaling up Spatial Development: A Closer Look at Children's Scaling Ability and Its Relation to Number Knowledge

Scaling up Spatial Development: A Closer Look at Children's Scaling Ability and Its Relation to... Spatial skills are consistently linked to mathematical reasoning, and are sensitive to intervention. One important spatial skill is spatial scaling. We evaluated whether (1) a playful scaling game might promote learning by providing feedback during play, and (2) spatial scaling is related to number‐line estimation (NLE) based on the mutual reliance on relative magnitude reasoning. Forty‐eight children, ages 5.5–8.3, completed a playful scaling game and a NLE task. Results show that children improve from the first to second half of the task, especially for more difficult trials and for the lowest performing children. In addition, scaling and NLE relate when controlling for age and vocabulary. Similar improvement on the task and relations to NLE were observed in a conceptual replication (N = 52). These results provide support for further study of improving spatial scaling in children, with the possibility to test whether scaling could support related mathematical skills as well. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Scaling up Spatial Development: A Closer Look at Children's Scaling Ability and Its Relation to Number Knowledge

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References (46)

Publisher
Wiley
Copyright
"Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc."
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12182
Publisher site
See Article on Publisher Site

Abstract

Spatial skills are consistently linked to mathematical reasoning, and are sensitive to intervention. One important spatial skill is spatial scaling. We evaluated whether (1) a playful scaling game might promote learning by providing feedback during play, and (2) spatial scaling is related to number‐line estimation (NLE) based on the mutual reliance on relative magnitude reasoning. Forty‐eight children, ages 5.5–8.3, completed a playful scaling game and a NLE task. Results show that children improve from the first to second half of the task, especially for more difficult trials and for the lowest performing children. In addition, scaling and NLE relate when controlling for age and vocabulary. Similar improvement on the task and relations to NLE were observed in a conceptual replication (N = 52). These results provide support for further study of improving spatial scaling in children, with the possibility to test whether scaling could support related mathematical skills as well.

Journal

Mind, Brain, and EducationWiley

Published: Sep 1, 2018

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