Linking systemizing and perspective taking to different domains of mathematical learning

Abstract

Cognitive skills such as working memory and number sense are identified as essential for mathematical learning, yet, how other cognitive skills beyond numeracy affect mathematical learning remain unclear. This study examined the linkage of systemizing and perspective taking to mathematical ability in arithmetic, algebra and geometry among secondary school students. One hundred and twenty-eight students from junior secondary one to three were assessed on their mathematical ability (arithmetic, algebra and geometry respectively), systemizing ability and visual perspective taking ability. Systemizing skill was measured by three behavioral tasks, namely number sequencing, geometry sequencing and Intuitive Physics Test (IPT) in addition to the Systemizing Quotient – Adolescent version (SQ-A). Using structural equation modeling, the results showed that after controlling for school banding and visual spatial ability, systemizing predicted mathematical ability in all domains (arithmetic, algebra and geometry) while perspective taking predicted mathematical ability in geometry. The findings provide a framework regarding the relations among systemizing, perspective taking and mathematical ability of different domains.