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The relationship between visuospatial working memory and mathematical performance in school-aged children : a systematic review.

Allen, Katie and Higgins, Steve and Adams, John (2019) 'The relationship between visuospatial working memory and mathematical performance in school-aged children : a systematic review.', Educational psychology review., 31 (3). pp. 509-531.

Abstract

The body of research surrounding the relationship between visuospatial working memory (VSWM) and mathematics performance remains in its infancy. However, it is an area generating increasing interest as the performance of school leavers comes under constant scrutiny. In order to develop a coherent understanding of the literature to date, all available literature reporting on the relationship between VSWM and mathematics performance was included in a systematic, thematic analysis of effect sizes. Results show a significant influence of the use of a standardised mathematics measure, however, no influence of the type of VSWM or mathematics being assessed, on the effect sizes generated. Crucially, the overall effect size is positive, demonstrating a positive association between VSWM and mathematics performance. The greatest implications of the review are on researchers investigating the relationship between VSWM and mathematics performance. The review also highlights as yet under-researched areas with scope for future research.

Item Type:Article
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution.
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Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution.
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Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1007/s10648-019-09470-8
Publisher statement:© The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Date accepted:No date available
Date deposited:08 February 2019
Date of first online publication:08 February 2019
Date first made open access:No date available

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