Spatial skills, gender and mathematics.

Abstract

The relationship between spatial skills and mathematics has attracted a considerable amount of research attention, most recently by those condernded with gender differences. After discussing many of the commonly used definitions of spatial skill, the classification scheme developed by Tartre and underpinning her own research is outlined. Further direction for these studies is provided by the review of literature concerned with the nature and extent of gender differences in spatial skills. The effect of students' preferred mode of solution, ascertined from interview data, on mathematics achievement is explored by Tartre in both of her studies. Her careful classification of the important components of spatial orientation skills makes explicit the between as well as within group differences in reliance on such skills and helps to refine the hypothesis that gender differences in mathematics achievement can be explained by parallel differences in spatial orientation skills.