File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.learninstruc.2019.03.001
- Scopus: eid_2-s2.0-85062701134
- WOS: WOS:000472705100002
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Visuospatial pathways to mathematical achievement
Title | Visuospatial pathways to mathematical achievement |
---|---|
Authors | |
Keywords | Visuospatial working memory Mathematical achievement Numerical magnitude representation Problem representation |
Issue Date | 2019 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc |
Citation | Learning and Instruction, 2019, v. 62, p. 11-19 How to Cite? |
Abstract | Children having better visuospatial working memory, or the capacity to store and manipulate visuospatial information, perform better in mathematics. Yet, the underlying mechanisms are not well understood. In this study, we proposed a pathway model which linked up visuospatial working memory and mathematical achievement through two routes: numerical magnitude representation and problem representation. The data were drawn from 541 children who were assessed in both Grades 1 and 2. Using path analysis, we found that the association between visuospatial working memory and mathematical achievement was mediated by the deployment of visuospatial processes for magnitude representation (magnitude representation pathway) as well as for problem representation in solving mathematical problems (problem representation pathway). Such findings offer an important framework for developing intervention strategies to help children with poor visuospatial working memory in learning mathematics. |
Persistent Identifier | http://hdl.handle.net/10722/271198 |
ISSN | 2023 Impact Factor: 4.7 2023 SCImago Journal Rankings: 2.357 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chan, WWL | - |
dc.contributor.author | Wong, TTY | - |
dc.date.accessioned | 2019-06-24T01:05:16Z | - |
dc.date.available | 2019-06-24T01:05:16Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Learning and Instruction, 2019, v. 62, p. 11-19 | - |
dc.identifier.issn | 0959-4752 | - |
dc.identifier.uri | http://hdl.handle.net/10722/271198 | - |
dc.description.abstract | Children having better visuospatial working memory, or the capacity to store and manipulate visuospatial information, perform better in mathematics. Yet, the underlying mechanisms are not well understood. In this study, we proposed a pathway model which linked up visuospatial working memory and mathematical achievement through two routes: numerical magnitude representation and problem representation. The data were drawn from 541 children who were assessed in both Grades 1 and 2. Using path analysis, we found that the association between visuospatial working memory and mathematical achievement was mediated by the deployment of visuospatial processes for magnitude representation (magnitude representation pathway) as well as for problem representation in solving mathematical problems (problem representation pathway). Such findings offer an important framework for developing intervention strategies to help children with poor visuospatial working memory in learning mathematics. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/learninstruc | - |
dc.relation.ispartof | Learning and Instruction | - |
dc.subject | Visuospatial working memory | - |
dc.subject | Mathematical achievement | - |
dc.subject | Numerical magnitude representation | - |
dc.subject | Problem representation | - |
dc.title | Visuospatial pathways to mathematical achievement | - |
dc.type | Article | - |
dc.identifier.email | Chan, WWL: wlwinnie@hku.hk | - |
dc.identifier.email | Wong, TTY: terrytyw@hku.hk | - |
dc.identifier.authority | Chan, WWL=rp01969 | - |
dc.identifier.authority | Wong, TTY=rp02453 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.learninstruc.2019.03.001 | - |
dc.identifier.scopus | eid_2-s2.0-85062701134 | - |
dc.identifier.hkuros | 298123 | - |
dc.identifier.volume | 62 | - |
dc.identifier.spage | 11 | - |
dc.identifier.epage | 19 | - |
dc.identifier.isi | WOS:000472705100002 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0959-4752 | - |