Math Instrument Development for Examining the Relationship between Spatial and Mathematical Problem-Solving Skills

Abstract

Spatial cognition involves the ability to acquire, organize, and use spatial information in the “mind’s eye.” Numerous correlational studies have demonstrated the strong relationship between spatial cognition and skill in problem-solving in mathematics. Educational researchers across the globe aim to improve students’ mathematics problem-solving ability since these skills are often viewed as the gateway to further study in the Science, Technology, Engineering, and Mathematics (STEM) careers of the future. As a result, causal studies showing that spatial cognition interventions can improve mathematics problem-solving skills have begun to appear with increasing frequency. In order to determine if a spatial intervention is effective in improving mathematics problem-solving skills, it is important to identify the type of problem that is likely to respond to improvements in spatial cognition. A large study was conducted in the United States, where a spatial skills intervention was implemented in 7th grade classrooms across the country to determine its impact on mathematics problem-solving skills through four waves of testing. Mathematics instruments for 7th to 9th grades were developed with items compared to the spatial scores of the individual students. In this paper, the instrument development process along with lessons learned are presented. Data are provided showing each item’s correlation with spatial skills test scores, difficulty level, and discrimination index, along with overall instrument reliability. Complete final instruments for each wave of testing are included in an Appendix. General guidelines are also presented discussing the type of math problems likely to be correlated with spatial ability.

Keywords

• spatial ability
• mathematics achievement
• middle grades
• mathematics problem-solving