Linguistic influences on mathematical cognition : the relationship among Chinese handwriting, spatial cognition, and mathematical cognition in the Chinese context

Abstract

This study, acknowledging the well-established East-Asian superiority in mathematics achievement and the linguistic path to mathematics, explores the relationship of Chinese handwriting to spatial cognition and mathematical cognition in the Chinese context through three interrelated sub-studies. Aiming to identify the core handwriting dimension most closely associated with spatial cognition, Study One meta-analysed the relationship between handwriting and visual-motor integration (VMI), a fundamental spatial skill and an integral component of handwriting. The results confirmed that only handwriting legibility had a significant positive relationship with VMI among different handwriting dimensions, determining the independent variable behind Chinese handwriting and laying the research foundation for this thesis. Study Two developed and validated a Chinese Handwriting Legibility Scale (CHLS) in the Chinese primary school context. Both principal component analysis (PCA) and confirmation factor analysis (CFA) supported the seven-criteria CHLS’s one-dimensional structure. Measurement invariance testing indicated that the factor structure and loadings were invariant across Grades 2, 4, and 6; however, significant intercept variation was detected between Grades 2 and 4, suggesting some developmental specificity of Chinese handwriting legibility performance with students’ growth. Study Three examined the relationship among Chinese handwriting legibility and various spatial and mathematical skills in Grades 2, 4, and 6 students. The results showed that Chinese handwriting legibility had closer associations with VMI than with spatial visualisation (SV) and then mental rotation (MR) and the associations could be generalised to different mathematical sub-domains—i.e., numerber-line estimation (NL), procedural calculation (CAL), logical reasoning (MPS), and geometry (GEO)—across various grades. Combining with the developmental patterns underlying Chinese handwriting legibility, the relationship between Chinese handwriting legibility and spatial cognition, and the relationship between spatial cognition and mathematical cognition, the integrated model concerning Chinese handwriting legibility and spatial cognition and mathematical cognition suggested that Chinese handwriting legibility was associated with students’ conceptual understanding/grounding mainly through spatial reasoning in early grades, whereas in later grades, the importance of spatial reasoning weakened and (visual) spatial perception increased, especially in linking Chinese handwriting legibility to students’ fluency in procedural calculation. Together, these studies revealed the shared spatial cognitive processes underlying Chinese handwriting legibility, spatial cognition, and mathematical cognition, identified their relational mechanism, and highlighted their potential developmental patterns. These findings are discussed and interpreted from a combined perspective on child development involving mathematics education and (cognitive) psychology. This study has theoretical and practical implications as well as some limitations. Directions for future research are suggested at the end of this thesis.