Visual-spatial skills and children’s math development

Visual-spatial skills are fundamental for children's mathematical development, yet research often focuses on complex abilities. This study investigates basic visual-spatial subskills which do not involve manipulation. Aims : We examine the unique predictive value of visual-spatial perception and short-term memory on mathematical skills, assessing direct and mediated effects via earlier mathematical skills. Furthermore, the study explores bidirectional relationships between these skills. Sample and Methods: Visual-spatial perception, visual-spatial short-term memory, mathematical skills, nonverbal intelligence, and central executive were assessed twice in preschool (at five and six years of age), arithmetic was assessed in second grade (at eight years) in 1851 German children. Both Visual-spatial skills at five years are directly related to concurrent mathematical skills and indirectly influence mathematical skills at ages six and eight, mediated through prior mathematical skills - even when accounting for covariates. Importantly, visual-spatial perception, unlike visual-spatial short-term memory, also contributed directly to children's later arithmetic performance. In addition, we identified bidirectional relationships between children's visual-spatial skills and mathematical skills in preschool. Conclusions : Assessing visual-spatial skills in preschool, in addition to evaluating children's mathematical skills, might provide important insights into predicting later mathematical performance. Furthermore, our findings offer valuable perspectives on the interrelated development of children's mathematical and visual-spatial skills during preschool. • Analyze three-year longitudinal data of 1851 German preschool children. • Visual-spatial skills important for mathematical development. • Visual-spatial perception at age 5 and 6 direct predictor of arithmetic at age 8. • Visual-spatial short-term memory at age 5 indirect predictor of arithmetic at age 8. • Bidirectional paths between mathematical and visual-spatial skills in preschool.