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Hands-On: Investigating the role of physical manipulatives in spatial training.

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العنوان: Hands-On: Investigating the role of physical manipulatives in spatial training.
المؤلفون: Gilligan-Lee KA; School of Psychology, University College Dublin, Dublin, Ireland.; School of Psychology, University of Surrey, Guildford, UK.; Centre for Educational Neuroscience, Birkbeck, University of London, London, UK., Hawes ZCK; Department of Applied Psychology & Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada., Williams AY; School of Psychology, University of Surrey, Guildford, UK., Farran EK; School of Psychology, University of Surrey, Guildford, UK.; Centre for Educational Neuroscience, Birkbeck, University of London, London, UK., Mix KS; Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA.
المصدر: Child development [Child Dev] 2023 Sep-Oct; Vol. 94 (5), pp. 1205-1221. Date of Electronic Publication: 2023 Aug 07.
نوع المنشور: Randomized Controlled Trial; Journal Article; Research Support, Non-U.S. Gov't
اللغة: English
بيانات الدورية: Publisher: Blackwell Publishers Country of Publication: United States NLM ID: 0372725 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1467-8624 (Electronic) Linking ISSN: 00093920 NLM ISO Abbreviation: Child Dev Subsets: MEDLINE
أسماء مطبوعة: Publication: Malden, MA : Blackwell Publishers
Original Publication: [Chicago, etc.] : Published by the University of Chicago Press for the Society for Research in Child Development [etc.]
مواضيع طبية MeSH: Parent-Child Relations*, Child ; Humans ; Female ; Male ; Mathematics
مستخلص: Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.
(© 2023 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)
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تواريخ الأحداث: Date Created: 20230807 Date Completed: 20231102 Latest Revision: 20231107
رمز التحديث: 20231215
DOI: 10.1111/cdev.13963
PMID: 37547951
قاعدة البيانات: MEDLINE
الوصف
تدمد:1467-8624
DOI:10.1111/cdev.13963