Abstract
The body of research surrounding the relationship between visuospatial working memory (VSWM) and mathematics performance remains in its infancy. However, it is an area generating increasing interest as the performance of school leavers comes under constant scrutiny. In order to develop a coherent understanding of the literature to date, all available literature reporting on the relationship between VSWM and mathematics performance was included in a systematic, thematic analysis of effect sizes. Results show a significant influence of the use of a standardised mathematics measure, however, no influence of the type of VSWM or mathematics being assessed, on the effect sizes generated. Crucially, the overall effect size is positive, demonstrating a positive association between VSWM and mathematics performance. The greatest implications of the review are on researchers investigating the relationship between VSWM and mathematics performance. The review also highlights as yet under-researched areas with scope for future research.
Highlights
Development of Children’s Mathematical SkillsInformal mathematical development begins much before children reach the age of formal education with the development of number sense
The body of research surrounding the relationship between visuospatial working memory (VSWM) and mathematics performance remains in its infancy
In order to develop a coherent understanding of the literature to date, all available literature reporting on the relationship between VSWM and mathematics performance was included in a systematic, thematic analysis of effect sizes
Summary
Informal mathematical development begins much before children reach the age of formal education with the development of number sense. Inherent in this is the existence of a mental number line (Berch 2005; Schneider et al 2009). Young children demonstrate the ability to perceptually determine the exact number of items in small sets (Clements 1999), an ability known as subitizing (Ginsburg 1978; Benoit et al 2004). This innate sense of number is a skill that evolutionary psychologists attribute survival to, for example where one can find more food (De Cruz 2006). Many habituation studies (e.g. Xu and Spelke 2000; Starkey et al 1990) have provided evidence for number sense in young infants, demonstrating a renewed interest upon alteration of the number of items in the presented array, as long as a critical ratio criterion is met (according to Weber’s Law; Feigenson et al 2004)
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