Visuospatial and Motor Ability Contributions in Primary School Geometry

Geometry is a subject frequently associated with mathematical performance or science interest, as well as with reasoning and spatial skills. Within the school context, geometry achievement has been connected with visuospatial abilities but less frequently with motor skills, where the embodied cognit...

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Autores: Fernández Méndez, Laura M, Meneghetti, Chiara, Martínez Molina, Agustín, Mammarella, Irene C, Contreras, María José
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/720521
Acceso en línea:http://hdl.handle.net/10486/720521
https://dx.doi.org/10.20350/digitalCSIC/16046
Access Level:acceso abierto
Palabra clave:Spatial ability
Motor ability
Geometry
Primary education
Psicología
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spelling Visuospatial and Motor Ability Contributions in Primary School GeometryFernández Méndez, Laura MMeneghetti, ChiaraMartínez Molina, AgustínMammarella, Irene CContreras, María JoséSpatial abilityMotor abilityGeometryPrimary educationPsicologíaGeometry is a subject frequently associated with mathematical performance or science interest, as well as with reasoning and spatial skills. Within the school context, geometry achievement has been connected with visuospatial abilities but less frequently with motor skills, where the embodied cognition approach seems especially important to explain the emergence of complex cognitive representations based on motor processes. To date, few studies have assessed the contribution of both spatial and motor abilities to predict geometry performance. Thus, in this study, we aimed to examine the role of visuospatial (mental rotation and visualization) and motor skills (fine and gross motor skills) in geometry achievement in primary schoolers. A total of 215 students from the second and third year of basic education participated in this study. The participants were enrolled in several tasks that involved spatial, motor and cognitive abilities. A multiple linear regression model showed that the geometry variable was explained by age, mental rotation and manual dexterity at 22%. The results suggest that geometry performance was supported by specific spatial skills (mental rotation) and fine motor ability (as manual dexterity), but not gross motor ones in primary schoolersThis work was partially funded by the Spanish Ministry of Science, Innovation and Universities (grant number RTI2018-098523-B-I00) and by the Spanish Ministry of Science and Innovation (grant number PID2021-125677OB-I00)DIGITAL.CSICDepartamento de Psicología Social y MetodologíaFacultad de Psicología20242024-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/720521https://dx.doi.org/10.20350/digitalCSIC/16046reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7205212026-06-23T12:46:27Z
dc.title.none.fl_str_mv Visuospatial and Motor Ability Contributions in Primary School Geometry
title Visuospatial and Motor Ability Contributions in Primary School Geometry
spellingShingle Visuospatial and Motor Ability Contributions in Primary School Geometry
Fernández Méndez, Laura M
Spatial ability
Motor ability
Geometry
Primary education
Psicología
title_short Visuospatial and Motor Ability Contributions in Primary School Geometry
title_full Visuospatial and Motor Ability Contributions in Primary School Geometry
title_fullStr Visuospatial and Motor Ability Contributions in Primary School Geometry
title_full_unstemmed Visuospatial and Motor Ability Contributions in Primary School Geometry
title_sort Visuospatial and Motor Ability Contributions in Primary School Geometry
dc.creator.none.fl_str_mv Fernández Méndez, Laura M
Meneghetti, Chiara
Martínez Molina, Agustín
Mammarella, Irene C
Contreras, María José
author Fernández Méndez, Laura M
author_facet Fernández Méndez, Laura M
Meneghetti, Chiara
Martínez Molina, Agustín
Mammarella, Irene C
Contreras, María José
author_role author
author2 Meneghetti, Chiara
Martínez Molina, Agustín
Mammarella, Irene C
Contreras, María José
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Social y Metodología
Facultad de Psicología
dc.subject.none.fl_str_mv Spatial ability
Motor ability
Geometry
Primary education
Psicología
topic Spatial ability
Motor ability
Geometry
Primary education
Psicología
description Geometry is a subject frequently associated with mathematical performance or science interest, as well as with reasoning and spatial skills. Within the school context, geometry achievement has been connected with visuospatial abilities but less frequently with motor skills, where the embodied cognition approach seems especially important to explain the emergence of complex cognitive representations based on motor processes. To date, few studies have assessed the contribution of both spatial and motor abilities to predict geometry performance. Thus, in this study, we aimed to examine the role of visuospatial (mental rotation and visualization) and motor skills (fine and gross motor skills) in geometry achievement in primary schoolers. A total of 215 students from the second and third year of basic education participated in this study. The participants were enrolled in several tasks that involved spatial, motor and cognitive abilities. A multiple linear regression model showed that the geometry variable was explained by age, mental rotation and manual dexterity at 22%. The results suggest that geometry performance was supported by specific spatial skills (mental rotation) and fine motor ability (as manual dexterity), but not gross motor ones in primary schoolers
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/720521
https://dx.doi.org/10.20350/digitalCSIC/16046
url http://hdl.handle.net/10486/720521
https://dx.doi.org/10.20350/digitalCSIC/16046
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv DIGITAL.CSIC
publisher.none.fl_str_mv DIGITAL.CSIC
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
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