SpaNuMaDev- Understanding the role of spatial number representations and spatial skills in mathematical abilities

This large-scale developmental project investigates spatial number representations, spatial skills and mathematical abilities in children and adolescents.

The project at a glance

Start date:

01 Jan 2022
Duration in months:

36
Funding:

FNR Luxembourg / FWO
Principal Investigator(s):

Christine SCHILTZ

Wim Fias (external)

About

Number representations are long known to be spatially coded. It is assumed that these spatial number representations are foundational for the development of mathematical skill. Yet, crucial evidence for this hypothesis is missing. 1/ It is not known whether it is long term memory or working memory that drives the spatial associations; 2/ There is no conclusive evidence yet that spatial number representations are a scaffold for which more complex forms of mathematical ability; 3/ it is unclear how general spatial skills play a role in the construction of spatial number representations and their use in mathematical activities. Moreover, it is possible that the relationship between spatial number representation, spatial skill and mathematical abilities dynamically change with development. The present project proposes to answer these outstanding questions by a large-scale developmental project that measures spatial number representations, spatial skills and mathematical abilities and specifies their relationship over a time window that covers the whole period of formal education, from kindergarten to higher education. Three workpackages will focus on three consecutive levels of education, including the transition to the next level: WP1 kindergarten with transition to primary school, WP2 primary school with transition to secondary school and WP3 secondary school with transition to higher education.

Organisation and Partners

Cognitive Science and Assessment Institute
Department of Behavioural and Cognitive Sciences
Faculty of Humanities, Education and Social Sciences (FHSE)
Wim Fias, Department of Experimental psychology, Ghent University, Belgium
Jean-Philippe Van Dijck, Applied Psychology, Experimental Psychology, Ghent University,
Thomas More University College; Belgium
Krzysztof Cipora; Centre for Mathematical Cognition; Loughborough University; United Kingdom

Project team

Christine SCHILTZ

View profile
Wim Fias

University of Ghent (Department of Experimental psychology)
Carrie GEORGES

View profile
Tania RAMOS

View profile
Jean-Philippe Van Dijck

University of Ghent (Department of Experimental psychology)