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首页> 外文期刊>British journal of educational psychology >Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?
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Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?

机译：空间推理，数学和性别：在其对性能的贡献方面有不同的贡献吗？

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Background The role of gender in both spatial and mathematics performance has been extensively studied separately, with a male advantage often found in spatial tasks and mathematics from adolescence. Spatial reasoning is consistently linked to mathematics proficiency, yet despite this, little research has investigated the role of spatial orientation and gender in the relationship between spatial reasoning and mathematics. Aims In the present study, three spatial reasoning constructs (mental rotation, spatial visualization, and spatial orientation) were examined for their unique contributions to mathematics performance in two samples (Study 1: grade 5; Study 2: grade 8). In light of the emerging gender gap in mathematics as children develop, these relationships were explored as a function of gender. Sample Eighty-four fifth-grade students participated in Study 1 (43 females, 41 males; mean age = 11.19 years). Nine hundred and three eighth-grade students participated in Study 2 (498 females, 405 males; mean age = 13.83 years). Methods The three spatial reasoning constructs (mental rotation, spatial visualization, and spatial orientation) were examined for their unique contributions to mathematics performance for females and males in general and across different mathematical content (geometry-measurement and number sense). Results Spatial factors accounted for 51% of the variance in math scores in Study 1 (grade 5) and 32% of the variance in math scores in Study 2 (grade 8). In both studies, spatial factors predicted a larger proportion of variance in geometry-measurement than for number sense. Spatial orientation was found to be a unique contributor in all mathematics models, object-based spatial skills (mental rotation and spatial visualization) varied in their contribution to math performance depending on mathematics content and gender. Conclusions The present work highlights the unique contribution of spatial orientation in the spatial-mathematics relationship and provides insights into the nature of gender differences in mathematical problem-solving as a function of spatial reasoning and mathematics content.
机译：背景性别在空间和数学表现中的作用已经被广泛地分开研究，从青春期开始，男性在空间任务和数学表现中往往具有优势。空间推理一直与数学能力有关，但尽管如此，很少有研究调查空间定向和性别在空间推理和数学之间关系中的作用。目的在本研究中，在两个样本（研究1：5年级；研究2：8年级）中，研究了三种空间推理结构（心理旋转、空间可视化和空间定向）对数学成绩的独特贡献。鉴于随着儿童的发展，数学中出现了性别差异，这些关系作为性别的函数进行了探讨。样本84名五年级学生参加了研究1（43名女性，41名男性；平均年龄=11.19岁）。933名八年级学生参加了研究2（498名女性，405名男性；平均年龄=13.83岁）。方法研究三种空间推理结构（心理旋转、空间可视化和空间定向）对女性和男性数学成绩的独特贡献，以及不同数学内容（几何测量和数字感觉）的独特贡献。结果空间因素分别占研究1（5年级）数学成绩方差的51%和研究2（8年级）数学成绩方差的32%。在这两项研究中，空间因素预测几何测量的方差比数字意义的方差更大。研究发现，在所有数学模型中，空间定向是一个独特的贡献因素，基于对象的空间技能（心理旋转和空间可视化）对数学成绩的贡献因数学内容和性别而异。结论本研究强调了空间定向在空间数学关系中的独特作用，并深入探讨了数学问题解决中的性别差异作为空间推理和数学内容的函数的本质。

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