International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Children’s Problem-solving Strategies as a Mediator Between Spatial Visualization and Arithmetic Word Problem-solving Accuracy

Jisoo Seo, Gabriel J. Stylianides, Maria Evangelou

University of Oxford

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1339–1346ISSN 2790-36482026Scopus conference code 336559
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Abstract

Despite a focus on mechanisms underlying the spatial–mathematical link, few studies have examined processes mediating spatial ability and young pupils’ one-step additive word-problem solving. Adopting the Potential Outcomes Framework, this study investigates if ‘Correct Number-Fact’ strategy use—a mental strategy relying on the accurate representation of a problem’s quantitative structure—mediates the relationship between spatial visualization and problem-solving accuracy. Using data from 137 pupils (6- to 7-year-olds) in England while controlling for key covariates (visuospatial working memory, fluid reasoning, language ability, numerical ability, age and gender), the analyses showed that spatial visualization exerted a significant indirect effect on problem-solving accuracy via strategy use.

Keywords

Spatial-mathematical linkSpatial visualizationProblem-solving strategiesProblem-solving accuracyMediation analysis

Recommended citation

Seo, J., Stylianides, G., & Evangelou, M. (2026). Children’s Problem-solving Strategies as a Mediator Between Spatial Visualization and Arithmetic Word Problem-solving Accuracy. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1339–1346). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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