Exploring the Spatial Abilities of Children with Math Learning Disabilities
Date
2018-12-14
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Abstract
Individuals with math learning disabilities (MLD) are especially at risk for failing to develop essential math skills. Researchers have established that a relationship exists between spatial abilities and mathematics, but much less is known about the spatial abilities of individuals with MLD. The current study compared the spatial abilities of children aged 8 - 12 with MLD with a comparison group of children with learning disabilities in areas other than math. A spatial assessment battery was administered to measure children’s abilities across five narrow spatial abilities (visualization, closure speed, spatial scanning, flexibility of closure, and visual memory). The children’s environmental spatial abilities were also examined through self-report and parent questionnaires. While no significant group differences were found in any area of spatial ability, the difference in visual memory approached significance. Further examination of the spatial abilities of individuals with MLD is warranted, as a thorough understanding of these abilities may lead targeted spatial interventions with potential to improve the spatial abilities and math skills of students with MLD.
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mathematics, math learning disability, spatial abilities, visualization, closure speed, spatial scanning, flexibility of closure, visual memory, environmental spatial abilities
Citation
Lenehan, C. A. (2018). Exploring the spatial abilities of children with math learning disabilities (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.