Cited by 554Cognitive and developmental aspects of mathematical skillsSpatial Cognition and NavigationMathematics Education and Teaching Techniques

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The relation between spatial skill and early number knowledge: The role of the linear number line

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Gunderson, Elizabeth A., Ramirez, Gerardo, Beilock, Sian L., Levine, Susan C.·2012·Developmental Psychology

DOI 10.1037/a0027433PMC PMC10811729

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Abstract

Spatial skill is highly related to success in math and science (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995). However, little work has investigated the cognitive pathways by which the relation between spatial skill and math achievement emerges. We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation-the linear number line. In turn, a strong linear number representation improves other aspects of numerical knowledge such as arithmetic estimation. We tested this hypothesis using 2 longitudinal data sets. First, we found that children's spatial skill (i.e., mental transformation ability) at the beginning of 1st and 2nd grades predicted improvement in linear number line knowledge over the course of the school year. Second, we found that children's spatial skill at age 5 years predicted their performance on an approximate symbolic calculation task at age 8 and that this relation was mediated by children's linear number line knowledge at age 6. The results are consistent with the hypothesis that spatial skill can improve children's development of numerical knowledge by helping them to acquire a linear spatial representation of numbers.

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Authors: Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C.
Affiliations: University of Chicago (US)
ORCID: Gunderson, Elizabeth A.
Ramirez, Gerardo
Beilock, Sian L.
Levine, Susan C.
Venue: Developmental Psychology
Publisher: American Psychological Association (APA)
Published: 2012-09
Volume: 48
Issue: 5
Pages: 1229-1241
ISSN: 0012-1649 (ISSN-L)
1939-0599
DOI: 10.1037/a0027433
PMC: PMC10811729
OpenAlex: W2115889461
Cited by: 554
References: 66
Citations by year: 2026: 24 · 2025: 36 · 2024: 39 · 2023: 47 · 2022: 60 · 2021: 29 · 2020: 77 · 2019: 41 · 2018: 53 · 2017: 54 · 2016: 33 · 2015: 27 · 2014: 16 · 2013: 12 · 2012: 5
FWCI: 18.33
Type: journal article
Language: en
Update notices: correction (2012-05-07)
Open access: green
www.ncbi.nlm.nih.gov
Locations: Developmental Psychology (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute of Child Health and Human Development (P01HD040605)
National Science Foundation (SBE 0541957, CAREER DRL-0746970)
National Center for Education Research (R305C050076)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
Social Sciences › Psychology › Experimental and Cognitive Psychology › Spatial Cognition and Navigation
Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords: number line, numerical development, approximate number system, mental transformation, number representation, children's mathematics learning, mediation
MeSH terms: Achievement, Child, Child Development, Cognition, Female, Humans, Longitudinal Studies, Male, Mathematics, Motor Skills, Neuropsychological Tests, Pattern Recognition, Visual, Photic Stimulation, Regression Analysis, Space Perception, Vocabulary, Knowledge

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The relation between spatial skill and early number knowledge: The role of the linear number line

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