Spatial abilities associated with open math problem solving
Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 juni...
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| Veröffentlicht in: | Applied cognitive psychology 2022-03, Vol.36 (2), p.306-317 |
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| container_title | Applied cognitive psychology |
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| creator | Wang, Li Cao, Chen Zhou, Xinlin Qi, Chunxia |
| description | Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2‐back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving. |
| doi_str_mv | 10.1002/acp.3919 |
| format | Article |
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However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2‐back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving.</description><identifier>ISSN: 0888-4080</identifier><identifier>EISSN: 1099-0720</identifier><identifier>DOI: 10.1002/acp.3919</identifier><language>eng</language><publisher>Bognor Regis: Wiley</publisher><subject>Age Differences ; Arithmetic ; Cognitive ability ; Cognitive Processes ; Correlation ; Difficulty Level ; difficulty of open math problems ; Gender Differences ; Mathematics ; Mathematics Skills ; Memory ; Middle School Students ; Middle schools ; Nonverbal Ability ; open math problem solving ; Problem Solving ; problem space ; Retention (Psychology) ; Short Term Memory ; Spatial Ability ; Spatial memory ; spatial visualisation ; spatial working memory ; Transfer of Training ; Visualization</subject><ispartof>Applied cognitive psychology, 2022-03, Vol.36 (2), p.306-317</ispartof><rights>2022 John Wiley & Sons Ltd.</rights><rights>2022 John Wiley & Sons, Ltd.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3159-cc41ea41b6c112df7584c8c25d75efb353a66876d64d26110d863f226af16b013</citedby><cites>FETCH-LOGICAL-c3159-cc41ea41b6c112df7584c8c25d75efb353a66876d64d26110d863f226af16b013</cites><orcidid>0000-0002-3530-0922</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Facp.3919$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Facp.3919$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1330523$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Wang, Li</creatorcontrib><creatorcontrib>Cao, Chen</creatorcontrib><creatorcontrib>Zhou, Xinlin</creatorcontrib><creatorcontrib>Qi, Chunxia</creatorcontrib><title>Spatial abilities associated with open math problem solving</title><title>Applied cognitive psychology</title><description>Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2‐back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving.</description><subject>Age Differences</subject><subject>Arithmetic</subject><subject>Cognitive ability</subject><subject>Cognitive Processes</subject><subject>Correlation</subject><subject>Difficulty Level</subject><subject>difficulty of open math problems</subject><subject>Gender Differences</subject><subject>Mathematics</subject><subject>Mathematics Skills</subject><subject>Memory</subject><subject>Middle School Students</subject><subject>Middle schools</subject><subject>Nonverbal Ability</subject><subject>open math problem solving</subject><subject>Problem Solving</subject><subject>problem space</subject><subject>Retention (Psychology)</subject><subject>Short Term Memory</subject><subject>Spatial Ability</subject><subject>Spatial memory</subject><subject>spatial visualisation</subject><subject>spatial working memory</subject><subject>Transfer of Training</subject><subject>Visualization</subject><issn>0888-4080</issn><issn>1099-0720</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp1kF1LwzAUhoMoWKfgHxAK3njTeU6SpilejTG_GCio1yFNU81o15p0jv17OyveeXUOvA_vCw8h5whTBKDX2nRTlmN-QCKEPE8go3BIIpBSJhwkHJOTEFYAkAukEbl56XTvdB3rwtWudzbEOoTWON3bMt66_iNuO7uOGz18nW-L2jZxaOsvt34_JUeVroM9-70T8na7eJ3fJ8unu4f5bJkYhmmeGMPRao6FMIi0rLJUciMNTcsstVXBUqaFkJkoBS-pQIRSClZRKnSFogBkE3I59g77nxsberVqN349TCoqOJMUkO-pq5Eyvg3B20p13jXa7xSC2qtRgxq1VzOgFyNqvTN_2OIRGYOUsiFPxnzrarv7t0fN5s8_fd-a0Wy4</recordid><startdate>202203</startdate><enddate>202203</enddate><creator>Wang, Li</creator><creator>Cao, Chen</creator><creator>Zhou, Xinlin</creator><creator>Qi, Chunxia</creator><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><orcidid>https://orcid.org/0000-0002-3530-0922</orcidid></search><sort><creationdate>202203</creationdate><title>Spatial abilities associated with open math problem solving</title><author>Wang, Li ; Cao, Chen ; Zhou, Xinlin ; Qi, Chunxia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3159-cc41ea41b6c112df7584c8c25d75efb353a66876d64d26110d863f226af16b013</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Age Differences</topic><topic>Arithmetic</topic><topic>Cognitive ability</topic><topic>Cognitive Processes</topic><topic>Correlation</topic><topic>Difficulty Level</topic><topic>difficulty of open math problems</topic><topic>Gender Differences</topic><topic>Mathematics</topic><topic>Mathematics Skills</topic><topic>Memory</topic><topic>Middle School Students</topic><topic>Middle schools</topic><topic>Nonverbal Ability</topic><topic>open math problem solving</topic><topic>Problem Solving</topic><topic>problem space</topic><topic>Retention (Psychology)</topic><topic>Short Term Memory</topic><topic>Spatial Ability</topic><topic>Spatial memory</topic><topic>spatial visualisation</topic><topic>spatial working memory</topic><topic>Transfer of Training</topic><topic>Visualization</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wang, Li</creatorcontrib><creatorcontrib>Cao, Chen</creatorcontrib><creatorcontrib>Zhou, Xinlin</creatorcontrib><creatorcontrib>Qi, Chunxia</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><jtitle>Applied cognitive psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wang, Li</au><au>Cao, Chen</au><au>Zhou, Xinlin</au><au>Qi, Chunxia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1330523</ericid><atitle>Spatial abilities associated with open math problem solving</atitle><jtitle>Applied cognitive psychology</jtitle><date>2022-03</date><risdate>2022</risdate><volume>36</volume><issue>2</issue><spage>306</spage><epage>317</epage><pages>306-317</pages><issn>0888-4080</issn><eissn>1099-0720</eissn><abstract>Open math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2‐back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving.</abstract><cop>Bognor Regis</cop><pub>Wiley</pub><doi>10.1002/acp.3919</doi><tpages>12</tpages><orcidid>https://orcid.org/0000-0002-3530-0922</orcidid></addata></record> |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Wiley Online Library Journals Frontfile Complete |
| subjects | Age Differences Arithmetic Cognitive ability Cognitive Processes Correlation Difficulty Level difficulty of open math problems Gender Differences Mathematics Mathematics Skills Memory Middle School Students Middle schools Nonverbal Ability open math problem solving Problem Solving problem space Retention (Psychology) Short Term Memory Spatial Ability Spatial memory spatial visualisation spatial working memory Transfer of Training Visualization |
| title | Spatial abilities associated with open math problem solving |
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