In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills and specific connections between these abilities, especially those that included children as participants. We also find evidence of strong spatial-mathematical connections and transfer from spatial interventions to mathematical understanding. Finally, we map (...) out the kinds of studies that could enhance our understanding of the mechanisms by which spatial and mathematical processing are connected and the principles by which mathematical outcomes could be enhanced through spatial training in educational settings. (shrink)

Paper folding is a common activity in East Asian kindergartens, but its potential value to early spatial skills have not been empirically explored. This study aims to investigate whether and how paper folding skills can predict spatial ability in the early years. Altogether 101 preschoolers were randomly sampled from two Hong Kong kindergartens and invited to complete the map-use and the paper folding tasks. The paper folding task taps two levels of children’s paper folding skills: Basic Folding Skill and Advanced (...) Folding Skill. The parents reported the demographic information and their involvement in spatial activities at home. The results indicated the following: there was a significant age-related increase in the paper folding performance; child age could significantly predict both BFS and AFS, while parental involvement could only predict BFS ; after controlling for confounders, paper folding skills could significantly predict SA as measured by the map-use task; BFS was found to mediate the relationship between parental involvement and SA. The educational implications of these findings are also discussed. (shrink)

Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as (...) well as their relative understanding of numerical magnitude. In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension and of their knowledge on numerical sequences. Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude. (shrink)