Boys and girls gain in spatial, but not in mathematical ability after mental rotation training in primary education

Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Antonio Rodán, Patricia Gimeno, M. Rosa Elosúa, Pedro R. Montoro, María José ContrerasAbstractSeveral studies have shown that spatial skills can be improved and are linked to mathematical reasoning. However, there are few studies that have evaluated the effect of Mental Rotation (MR) training on mathematical performance in children aged 6–8 years. One of the studies has shown a transfer towards a mathematical task, while the other has failed to demonstrate it. The present study investigated with children in 2nd grade of Primary Education the effect of training on MR, with 450 trials distributed across three sessions, as well as on mathematical competence. The results showed an improvement in this spatial skill in the experimental group in relation to the control (ηp2 = 0.10). There were no differences between sexes in MR before training, and the increase was significantly higher in boys, when intelligence was controlled. Without controlling intelligence, both sexes improved at the same rate. These results are consistent with two parallel studies that were carried out with preschool and secondary school students. The MR training did not produce any improvement in mathematical ability.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research