TY - JOUR
T1 - The relation between early constructive play and mathematical word problem solving is mediated by spatial ability. A path analysis in sixth grade students.
AU - Oostermeijer, M.
AU - Boonen, A.J.H.
AU - Jolles, J.
PY - 2014
Y1 - 2014
N2 - The scientific literature shows that constructive play activities are positively related to children's spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children's constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children's constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. © 2014 Oostermeijer, Boonen and Jolles.
AB - The scientific literature shows that constructive play activities are positively related to children's spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children's constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children's constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. © 2014 Oostermeijer, Boonen and Jolles.
U2 - 10.3389/fpsyg.2014.00782
DO - 10.3389/fpsyg.2014.00782
M3 - Article
SP - 1
EP - 7
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
ER -