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TRANSCRIPT
Spa$alSkillsPredictMathema$cs
KnowledgeinPreschool
BethanyRi;le-Johnson
AyzitDoydum
NCTMResearchConference2017
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Fundedby:
TryTheseTasks
• Picktheobjectwhichshowsjusthowthepieceofflatmetalwilllook
whenitisfoldedatthedo;edlines.Whenitisfolded,nopieceofmetal
overlapsanyotherpieceorisenclosedinsidetheobject.
• Choosetheonedrawingwhich,whenturnedaroundorrotated,isexactly
likethebasicdrawingattheleT.
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FromWai,Lubinski&Benbow(2012)
WhatAreDifferentComponentsof
Spa$alSkills?• Largevarietyoftypesandmeasuresofspa$alskills.
Twoverycommontypesare:
• Spa$alvisualiza$on-theabilitytoimagineand
mentallytransformspa$alinforma$on(U;aletal.,
2013).Tasksyoujustdidfithere.
• Visual-spa$alworkingmemory-theabilitytoholdtheloca$onsofdifferentobjects,landmarksetc.in
memory(Raghubar,Barnes,&Hecht,2010).Popular
game“Simon”tapsthisskill.
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Spa$alSkillsandSTEMSuccess
• Highschoolstudentswithhighspa$alskillsaremuchmorelikelytoearnadegreeand
haveajobinmathema$cs,computerscience,
engineeringorthephysicalsciences,
controllingforverbalandmathabili$es(Wai,
Lubinski&Benbow,2009)
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Spa$alSkillsandMathKnowledgein
School-AgeChildren
• Spa$alskillsarerelatedtomathknowledgein
school-agechildren(Gundersonetal.,2012;Mix&Cheng,
2012;NRC,2009)
– Limitedevidencethat
improvingspa$alskills
improvesmathknowledge
(Cheng&Mix,2013;Lowrie,
Logan&Ramful,2017;butsee
Hawes,Moss,Caswell&
Poliszczuk,2015).Other
studiesinprogress.
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Spa$alSkillsandMathKnowledge:
Rela$onsinYoungChildren
• Emergingevidenceindicatesrelatedvery
early:
– Spa$alskillatage3relatedtomathknowledgeat
age5(Verdineetal,2017).
– Spa$alskillininfancyrelatedtomathknowledge
atage4(Lauer&Lourenco,2017)
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WhyDoSpa$alSkillsRelatetoEarly
Mathema$csDevelopment?
• A;endingtowhichspa$alskillsaremoststronglyrelatedtoearly
mathknowledgeofferssomecluestopoten$almechanisms.
• Spa$alvisualiza$on,theabilitytoimagineandmentallytransformspa$al
informa$on,mayhelpchildrenmentallyrepresentquan$$esand
rela$onshipsbetweenthem.
– E.g.,Placingnumbersonnumberlines,whichisaspa$alrepresenta$onof
number(Gundersonetal.,2012)• Visual-spa$alworkingmemory-theabilitytoac$velymaintainand
manipulatetheloca$onsofdifferentobjectsinmemory,isoTenrequiredfor
spa$al-basedsolu$onstomathproblems.Mayalsohelpchildrenprocess
instruc$onthatincludesvisualandspa$alinforma$on,allowingthemtolink
newinforma$ontoinforma$ontheyalreadyknow.
• FormPercep$on:theabilitytocopyanddis$nguishshapesfromother
shapesandtodecomposethemintoparts,islikelyinvolvedinlearningabout
geometricshapes,visualpa;ernsandwri;ennumerals.
– E.g.,Iden$fyingpa;ernsandthepa;ernunitinvisualpa;ernsisstronglyrelatedtoformpercep$onskill(Ri;le-Johnson&Zippert,inprepara$on)
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DoSpa$alSkillsVaryAcrossGroupsin
YoungChildren?
• Differencesbysexorfamilysocio-economic
status(SES)inpreschool?
– SexDifference:Maybeginlateinpreschool
• Boysandgirlsdidnotdifferinspa$alvisualiza$onskillatage3(Verdineetal.,2017)
• Boyssubstan$allybe;erinspa$alvisualiza$onstar$ngatage4.5(Levineetal,1999)
– Higher-SESgrouphadhigherspa$alskillsthanlower-SESgroupatage3(Verdineetal.,2017)
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CurrentResearch
• Goals– Confirmrela$onbetweenspa$alandmath
knowledgeinpreschool
– Explorewhichspa$alskillshavethestrongestrela$onwithmathknowledgeinpreschool
– Exploredifferencesbasedonsexandfamilyincome
• Studies– Study1:Spa$alskillspredic$ngmathknowledgeat
same$mepoint.Diversesampleofchildren,so
examinesexandSESdifferences.
– Study2:Spa$alskillspredic$ngmathknowledge3
monthslater.
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Study1
• 77preschoolers,ages4.0to5.2months(mean=4.5yrs)
– From6preschools(3publicschool,1headstart,2private)
– Sex:37boysand40girls– 53%Ethnicminori$es
– FinancialAssistance:• 35(45%)none• 15(20%)someassistance
• 27(35%)fullassistance(qualifyforfreeorreducedpricedlunch)• 3Spa$alTasks:
– Formpercep$on
– Spa$alvisualiza$on– Visual-Spa$alworkingmemory
• MathAssessment
• Verbalintelligenceascontrolvariable
Ri;le-Johnson&Zippert,inprep
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Spa$alAssessments
• FormPercep$on:
Posi$oninSpacefrom
DTVP-2:
– Iden$fytheimagein
thesameposi$onas
themodelimage
• Spa$alVisualiza$on:BlockDesignfrom
WPSSI-IV
– Reproducethemodel
orpictureusing
coloredblocks
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Spa$alAssessmentsCont.
• Visual-Spa$alWorkingMemory:
PathSpaneCorsitask– Reproducethepathinthesameorderor
inreverseorder
• Createdcomposite
spa$alscoreaswell
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MathKnowledge
Research-BasedEarlyMathema6csAssessment(REMA)–ShortForm(Weiland,Wolfe,Hurwitz,Clements,Sarama&Yoshikawa2012).
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MathTopic SampleItem
Non-symbolicQuan0tyShowntwocards,with4dotsand3dots:‘Which
onehasmore?’
Coun0ngShown4objectsinaline:“’I’mgoingtoshowyou
somefoodboxes.PleasetellmehowmanyIhave.”
SymbolicMappingMatchthenumerals1-5totheappropriatenumber
ofgrapes.
ShapeSelectalltrianglesfromacollec$onof24shapes;
someareprototypicshapesandsomearenot.
Spa$alSkillsDidNotDifferbySex
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Boys Girls
MeanCompositeSpa$alScore
F(1,75)=0.71,p=.40
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Trueevenifexcludeyoung4yearolds
Spa$alSkillsDifferedbyFinancial
AssistanceLevel
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Full Some None
MeanSpa$alCompositeScore
F(1,75)=3.80,p=.06
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Spa$alSkillsDifferedMostfor
Visual-Spa$alWorkingMemory
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
Full Some None
MeanVisual-Spa$alWorkingMemory
F(1,75)=3.42,p=.07
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Spa$alSkillandMathKnowledge
• Mathknowledgedid
notdifferbasedonsex
orfinancialassistance.
• Spa$alskillswererelatedtomath
knowledge,r(76)=.62,evenaTercontrolling
forageandverbal
intelligence,r(76)=.49.
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WhichSpa$alSkills?
Variable β tAge .17 1.69τVerbal intelligence .13 1.18Form Perception .24 2.10*Spatial Visualization .18 1.77τVisual-Spatial Working Memory .19 1.51*p<.05,τp<.10
Formpercep$onandspa$alvisualiza$onwereuniquelyrelatedto
mathknowledgeatthesamepointin$me.
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Study1Summary
• Boysandgirlsdidnotdifferinspa$alskillsinpreschool,butchildrenfromhigher-income
familieshadhigherspa$alskills,esp.visual-
spa$alworkingmemory
• Spa$alskillsinpreschoolstronglycorrelatedwithmathknowledgeatsame
$mepoint.
– Formpercep$onandspa$alvisualiza$on
skillsinpar$cularwereuniquepredictorsofmathknowledge.
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Study2:Spa$alSkillsandLaterMath
Knowledge
• 42preschoolers,ages4.0to5.7months
– Recruitedfromprivatepreschools
– Sex:25boysand17girls– 16%Ethnicminori$es;Financialassistanceunknown
(butrare)
• 3Spa$alTasksgiveninwinter:– Formpercep$on
– Spa$alvisualiza$on– Visual-Spa$alworkingmemory
• MathAssessmentgiven3monthslater
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Results
• Spa$alskillsandmathknowledgedidnot
differbasedonsex.
• Spa$alskillswererelatedtomathknowledge,
r(32)=.78,evenaTercontrollingforageandverbalintelligence,r(29)=.73.
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Results
Variable β tAge .20 1.53Verbal intelligence .11 0.91Sex .05 0.35Form Perception .34 2.43*Spatial Visualization .28 2.17*Visual-Spatial Working Memory .25 1.76τ*p<.05,τp<.10
Eachspa$alskillswasauniquepredictorofmathknowledge3
monthslater.
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AnsweringOurResearchQues$ons
• Confirmedrela$onbetweenspa$alandmathknowledgein
preschool
• Exploredwhichspa$alskillshavethestrongestrela$onwithmathknowledgeinpreschool:
– Consistentlyrelated:• Formpercep$on-theabilitytocopyanddis$nguishshapesfromother
shapesandtodecomposethemintoparts.
• Spa$alvisualiza$on-theabilitytoimagineandmentallytransform
spa$alinforma$on(U;aletal.,2013)
– Lessconsistentlyrelated• Visual-spa$alworkingmemory-theabilitytoholdtheloca$onsofdifferentobjects,landmarksetc.inmemory(Raghubar,Barnes,&Hecht,2010)
• Exploredifferencesbasedonsexandfamilyincome
– Boysandgirlsinpreschooldidnotdifferinspa$alskillsinourstudies.– Childrenfromhigher-incomefamiliesdidhavehigherspa$alskills,
esp.visual-spa$alworkingmemory
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Educa$onalImplica$ons:
DevelopingSpa$alSkills
• Playingwithblocks,puzzlesandvideogamesand
exposuretospa$allanguageseemtosupportspa$al
skills(Levine,Ratliff,Hu;enlocher,&Cannon,2012;Newcombe,2010;Verdine,
Golinkoff,Hirsh-Pasek,&Newcombe,2014;Verdine,Golinkoff,Hirsh-Pasek,
Newcombe,etal.,2014).
• Spa$alskillscanbeimprovedwithtargetedtraining(U;al
etal.,2013)!
– Forexample,kindergartenchildrenimprovedintheirspa$al
visualiza$onskillaTerguidedblockplaywithateacher(Caseyetal.,2008).
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Educa$onalImplica$ons:
Spa$alSkillsandMathema$cs
Inturn:
• FormPercep$onmayhelpchildrenlearnaboutgeometric
shapes,visualpa;ernsandwri;ennumerals,whicheach
requiredis$nguishinganddecomposingvisualforms.
• Spa$alvisualiza$onmayhelpchildrenmentallyrepresent
quan$$esandrela$onshipsbetweenthem.
• E.g.,Supportdevelopmentofmentalnumberline(Gundersonetal.,2012)
• Visual-spa$alworkingmemorymayhelpchildrenprocess
instruc$onthatincludesvisualandspa$alinforma$on,
linkingnewinforma$ontoinforma$ontheyalreadyknow,
growingtheirmathema$csknowledgeover$me.
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Acknowledgements
Children’sLearningLab
FundingSources
IESgrantR305A160132toRittle-Johnson
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Spa$alAssessments
• FormPercep$on:
Posi$oninSpacefrom
DTVP-2:
– Iden$fytheimagein
thesameposi$onas
themodelimage
• Spa$alVisualiza$on:Children’sMental
Transforma$onTask
(Levineetal.,1999)
– Pointtothepicturethepiecesmake.
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Spa$alAssessmentsCont.
• Visual-Spa$alWorkingMemory:
CorsiBlocktask
(Pagulayan,etal.,2005)
– Reproducethepathinthesameorderor
inreverseorder
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