
06675924
a
Crollen, Virginie
No\"el, MariePascale
How does space interact with numbers?
Khine, Myint Swe (ed.), Visualspatial ability in STEM education. Transforming research into practice. Cham: Springer (ISBN 9783319443843/hbk; 9783319443850/ebook). 241263 (2017).
2017
Cham: Springer
EN
C40
F10
C90
D70
STEM
visuospatial abilities
numbers
space
spatial skills
doi:10.1007/9783319443850_12
Summary: Mathematics requires visuospatial processing. This is obvious for geometry which is ostensibly spatial and requires creating, maintaining, and performing transformations on 2D or 3D visuospatial models. However, it is also the case for other mathematical dimensions. Understanding the placevalue system of Arabic numbers for instance requires the processing of the position of each digit in the number. Doing multidigit 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 wordproblemsolving 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 visuospatial abilities on numerical development in children. Finally, we will consider how this spacenumber interaction has been considered in training aiming at fostering numerical development.