id: 06675924
dt: a
an:
au: Crollen, Virginie; Noël, Marie-Pascale
ti: How does space interact with numbers?
so: Khine, Myint Swe (ed.), Visual-spatial ability in STEM education.
Transforming research into practice. Cham: Springer (ISBN
978-3-319-44384-3/hbk; 978-3-319-44385-0/ebook). 241-263 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: C40 F10 C90 D70
ut: STEM; visuo-spatial abilities; numbers; space; spatial skills
ci:
li: doi:10.1007/978-3-319-44385-0_12
ab: Summary: Mathematics requires visuo-spatial processing. This is obvious for
geometry which is ostensibly spatial and requires creating,
maintaining, and performing transformations on 2-D or 3-D visuospatial
models. However, it is also the case for other mathematical dimensions.
Understanding the place-value system of Arabic numbers for instance
requires the processing of the position of each digit in the number.
Doing multi-digit calculation in columns similarly involves the
processing of spatial information; and the use of visual images has
been shown to be positively correlated with higher mathematical
word-problem-solving performance. Globally, numerous researchers have
found close connection between spatial thinking and mathematics with
good math abilities in people with higher spatial skills. In the first
part of this chapter, we will examine evidence showing that number
magnitude is spatially coded. Then, we will show that the spatial
representation of numbers improves with age. Third, we will report the
effects of weak visuo-spatial abilities on numerical development in
children. Finally, we will consider how this space-number interaction
has been considered in training aiming at fostering numerical
development.
rv: