IES Grant

Title: | Spatial Ability as a Malleable Factor for Math Learning | ||

Center: | NCER | Year: | 2012 |

Principal Investigator: | Mix, Kelly | Awardee: | University of Maryland, College Park |

Program: | Cognition and Student Learning [Program Details] | ||

Award Period: | 4 years (7/1/2012-6/30/2016) | Award Amount: | $1,531,180 |

Type: | Exploration | Award Number: | R305A150588 |

Description: |
Structured Abstract
In Study 2, the team will investigate what parameters mediate the effects of mental rotation training by varying the amount of training offered and the inclusion of different motor components. Students will complete two brief training sessions (20 minutes) each week for 6 weeks. Students will also complete a pretest battery of math and spatial tasks at the beginning and end of the study. The math test will also be given at weeks 2, 4, and 6 to measure the effect of various amounts of training. Students will be randomly assigned to a control group or one of two training conditions. In one training condition, students will see two halves of a shape presented on separate cards and then choose a picture that shows the whole shape from among four choices. Children will then be provided with the correct choice. In the second training condition, students will complete the same training trials but will physically move the cards together to form the correct matching shape. In Study 3, the researchers will contrast the effects of mental rotation training with other spatial training tasks to determine whether spatial training effects apply generally to all math skills or whether they increase some math skills more than others. Students will be randomly assigned to a control group or one of four training conditions: (1) the same mental rotation task used in Study 2, using the feedback option that was shown to be most efficacious; (2) a mental rotation task in which children match a form to a picture of the same form in a different orientation; (3) a task in which children are shown a black and white grid for 3 seconds, and then fill in an empty grid to indicate which squares were black in the model; or (4) training on copying line drawings of increasingly complex figures.
Publications
Mix, K. S. & Cheng, Y. L. (2012). The relation between space and math: Developmental and educational implications. In J. B. Benson (Ed.) Newcombe, N., Levine, S.C. & Mix, K.S. (2015/11). Thinking about quantity: The intertwined development of spatial and numerical cognition. Mix, K. S., Levine, S. C., Cheng, Y., Young, C., Hambrick, D. Z., Ping, R. & Konstantopolous, S. (2016). Separate but correlated: The latent structure of space and mathematics across development. Mix, K. S., Levine, S. C., Cheng, Y.-L., Young, C. J., Hambrick, D. Z., & Konstantopoulos, S. (2017). The latent structure of spatial skills and mathematics: Further evidence from Wave 2. Young, C. J., Levine, S. C., & Mix, K. S. (2018) The connection between spatial and mathematical ability across development. In H.-C. Nuerk, K. Cipora, F. Domahs, & M. Haman (Eds.) Special Issue: On the Development of Space-Number Relations: Linguistic and Cognitive Determinants, Influences, and Associations. Mix, K. S., Hambrick, D. Z., Satyam, V. R., Burgoyne, A., & Levine, S. C. (2018). The latent structure of spatial skill: A test of the 2x2 typology. Mix, K. S. & Battista, M. (2018) Young, C.J., Levine, S. C., & Mix, K. S. (2018). The connections between spatial skill and mathematics ability across development. In H.-C. Nuerk, K. Cipora, F. Domahs & M. Haman (Eds.) Young, C.J., Levine, S. C., & Mix, K. S. (2018). What processes underlie the relation between spatial skill and mathematics? In K.S. Mix & M. Battista (Eds.) Mix, K. S. (2019). Why are spatial skill and mathematics related? Mix, K. S., Levine, S. C., Cheng, Y.-L. & Stockton, J. D. (2020). Does spatial training improve mathematics performance? A comparison of training type, age, and mathematics outcome. Johnson, T., Burgoyne, A., Mix, K. S., Levine, S. C., & Young, C. J. (under review). |
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