Exploring the spatial-math link: The impact of tailored visual memory interventions for children with MLD

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dc.contributor.advisorDrefs, Michelle A.
dc.contributor.authorDonnelly, Emma Leigh Hannah
dc.contributor.committeememberMakarenko, Erica M.
dc.contributor.committeememberFrancis, Krista
dc.date2021-02
dc.date.accessioned2021-01-15T20:16:25Z
dc.date.available2021-01-15T20:16:25Z
dc.date.issued2021-01-08
dc.description.abstractResearch has demonstrated that a link exists between spatial abilities and mathematics, with both receiving recognition for their influence on academic and professional achievements. Gaps in the research exist however surrounding narrow spatial abilities and their influence on math difficulties, specifically in children with Math Learning Disorder (MLD), and if spatial deficit remediation is possible. A number of spatial interventions have been shown to improve spatial and mathematics achievement; while promising, the scope of such studies has been largely limited to typically developing populations of children and a narrow range of spatial skills, most notably visualization and mental rotation. The current study implemented a spatial intervention focused on remediating visual memory deficits in three children aged 8-11 with MLD. A novel visual memory intervention was developed with reference to validated visual memory assessment tasks in an attempt to increase participants’ visual memory ability, and in-turn, their math ability. A multiple-baseline single case design technique was used to assess participants’ baseline and intervention performance on visual memory, visualization, and math ability. Follow-up testing also took place to examine any maintenance or generalizability of intervention effects to other spatial or math skills. No significant intervention effects were found on any of the spatial or math abilities. Further examination of the relation between visual memory and mathematics is warranted; a comprehensive understanding of the influence of visual memory on math difficulties may improve education and interventions for children with MLD.en_US
dc.identifier.citationDonnelly, E. L. H. (2021). Exploring the spatial-math link: The impact of tailored visual memory interventions for children with MLD (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38555
dc.identifier.urihttp://hdl.handle.net/1880/112974
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectmath learning disorderen_US
dc.subjectspatial abilitiesen_US
dc.subjectvisual memoryen_US
dc.subjectmathematicsen_US
dc.subjectspatial interventionen_US
dc.subjectvisualizationen_US
dc.subjectnarrow spatial abilitiesen_US
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationEducation--Mathematicsen_US
dc.titleExploring the spatial-math link: The impact of tailored visual memory interventions for children with MLDen_US
dc.typemaster thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Psychologyen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Science (MSc)en_US
ucalgary.item.requestcopytrueen_US
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