The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities
Abstract
The purpose of this study was to investigate students’ use of visual imagery while solving mathematical problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade ( N = 66) participated in this study. Students were assessed on measures of mathematical problem solving and visual–spatial representation. Visual–spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places, or things described in the problem. Results indicated that gifted students used significantly more visual–spatial representations than the other two groups. Students with LD used significantly more pictorial representations than their peers. Successful mathematical problem solving was positively correlated with use of schematic representations; conversely, it was negatively correlated with use of pictorial representations.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Jitendra, A. K., & Hoff, K. (1996) · Journal of Learning Disabilities · doi:10.1177/002221949602900410 · Cited by 169 · cited 2×
“…that instruction involving visual-spatial representation as a component does seem to improve math problem solving for students with LD (Hutchinson, 1993; Jitendra & Hoff, 1996; Marsh & Cooke, 1996; Montague, Applegate, & Marquard, 1993; Montague & Bos, 1986; Parmar, 1992; Zawaiza & Gerber, 1993).”
BackgroundFostering Children's Mathematical Power
Baroody, A., Baroody, A. J., & Coslick, R. T. (1998) · doi:10.4324/9781410602084 · Cited by 84
Mathematics Education and Students with Learning Disabilities: Introduction to the Special Series
Rivera, D. P. (1997) · Journal of Learning Disabilities · doi:10.1177/002221949703000101 · Cited by 79
Cited by
Computer-assisted intervention for children with low numeracy skills
Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009) · Cognitive Development · doi:10.1016/j.cogdev.2009.09.003 · Cited by 314
Moreno, R., Ozogul, G., & Reisslein, M. (2011) · Journal of Educational Psychology · doi:10.1037/a0021995 · Cited by 128
The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving
Orosco, M. J., Swanson, H. L., O’Connor, R., & Lussier, C. (2013) · The Journal of Special Education · doi:10.1177/0022466911416248 · Cited by 65
Visuospatial over verbal demands in predicting Tower of London planning tasks
Cheetham, J. M., Rahm, B., Kaller, C. P., & Unterrainer, J. M. (2012) · British Journal of Psychology · doi:10.1111/j.2044-8295.2011.02049.x · Cited by 24
Deringöl, Y. (2020) · Education 3-13 · doi:10.1080/03004279.2019.1709527 · Cited by 7
Metadata
- Authors
- Van Garderen, D., & Montague, M.
- Venue
- Learning Disabilities Research & Practice
- Publisher
- SAGE Publications
- Published
- 2003-11
- Volume
- 18
- Issue
- 4
- Pages
- 246-254
- ISSN
- 0938-8982 (ISSN-L)
- 1540-5826
- OpenAlex
- W2069265030
- Cited by
- 236
- References
- 3
- FWCI
- 1.63
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities. https://app.cochat.ai/papers/10.1111/1540-5826.00079
- The paper
- Van Garderen, D., & Montague, M. (2003). Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities. Learning Disabilities Research & Practice. https://doi.org/10.1111/1540-5826.00079
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
