ABSTRACT Many children fail in geometric learning, but factors underlying these failures have not been explored in detail. The present study addresses this issue by comparing fifth and sixth-grade children who had good or poor geo- metric learning, and were otherwise comparable on verbal intelligence, gender and age. Results showed that children with poor geometric learning have deficits in both arithmetic and geometric problem solving but they are more impaired in the latter. Results also showed that poor geometric learners have weaknesses in working memory, calculation, and visuospatial mental imagery. The results from logistic regressions pointed out that mental imagery skills and arithmetic problem solving ability had the highest discriminatory power in distin- guishing between the two groups. Theoretical and practical implications of this research for designing inter- ventions to help poor geometric learners are discussed. 1.
|Titolo:||Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning|
|Data di pubblicazione:||2018|
|Appare nelle tipologie:||01.01 - Articolo su rivista|
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|Bizzaro et al._2018_Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning.pdf||Documento in Post-print||Open Access Visualizza/Apri|