Katie A. Gilligan|Eirini Flouri|Emily K. Farran
The contribution of spatial ability to mathematics achievement in middle childhood
University College London|University College London|University College London
strong spatial skills associated success science technology engineering mathematics stem domains although convincing evidence spatial skills reliable predictor mathematical achievement preschool children university students lack research exploring associations spatial mathematics achievement primary school years address question study explored associations mathematics spatial skills children aged 5 7years study sample included 12099 children participated wave 3 mean age5 02 years months wave 4 mean age7 03 millennium cohort study measures included standardised assessment mathematics pattern construction subscale british ability scales ii assess intrinsicdynamic spatial skills spatial skills 5 7years age explained significant 88 variation mathematics achievement 7years explained predictors mathematics including gender socioeconomic status ethnicity language skills percentage increased 226 without adjustment language skills study expands previous findings using largescale longitudinal sample primary school children population largely omitted previous research exploring associations spatial ability mathematics achievement finding early concurrent spatial skills contribute mathematics achievement 7years age highlights potential spatial skills novel target design mathematics interventions children age range