Volume 3, Issue 1, February 2014, Page: 33-40
The Relationship between Spatial Awareness and Mathematic Disorders in Elementary School Students with Learning Mathematic Disorder
Ahmad Yarmohammadian, University of Isfahan, Isfahan, Iran
Received: Nov. 24, 2013;       Published: Feb. 20, 2014
DOI: 10.11648/j.pbs.20140301.16      View  3728      Downloads  257
This research was designed to study the relationship between spatial awareness with mathematic disorders, in elementary school students at grade three in Isfahan city. A sample of 60 students was selected from elementary schools. Spatial Awareness Questionnaire and Raven Intelligence Test were administered to the subjects. The results of stepwise regression analysis showed that the correlation between spatial awareness, IQ and classification of students with mathematic ability were significant (P < 0.01). The results also showed that the correlation between gender and mathematic ability was not significant (P > 0.05). The results of this study support the claim that stimulus of child in environment and pre-school programs especially in spatial awareness, can be progress mathematic ability of students in elementary school. The most important finding from these analyses is that mathematic performance relates with spatial awareness as well as intelligence.
Spatial Awareness, Mathematic Disorders, Intelligence, Mathematic Ability
To cite this article
Ahmad Yarmohammadian, The Relationship between Spatial Awareness and Mathematic Disorders in Elementary School Students with Learning Mathematic Disorder, Psychology and Behavioral Sciences. Vol. 3, No. 1, 2014, pp. 33-40. doi: 10.11648/j.pbs.20140301.16
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