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<p>An important question in children’s sentence comprehension is whether mathematical reasoning differentially supports the comprehension of macro-scale and micro-scale spatial terms. This study investigated the effect of mathematical reasoning on the comprehension of these two types of sentence spatial terms. A total of 102 primary school children with low mathematical reasoning (LMR) proficiency were matched with 102 children with high mathematical reasoning (HMR) proficiency. Spatial comprehension sentences were presented using E-Prime 1.0 software, while performances in nonverbal intelligence, verbal working memory, receptive vocabulary, morphological awareness, orthographic skills, and arithmetic skills were measured via paper-and-pencil standardized assessments to control for potential confounding effects. Results showed that the HMR and LMR groups performed similarly on literal comprehension questions and on macro spatial term comprehension questions regardless of their mathematical reasoning proficiency. However, children in the HMR group performed significantly better on micro spatial term comprehension than those in the LMR group. Our results extended the current literature on the effects of mathematical reasoning on the comprehension of spatial terms.</p>

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The differential effects of mathematical reasoning on macro and micro spatial term comprehension in young children

  • 期刊论文

  • 发表日期：

    2026年5月28日

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  • Yang Dong,
  • Haoyuan Zheng,
  • Jianhong Mo

摘要

An important question in children’s sentence comprehension is whether mathematical reasoning differentially supports the comprehension of macro-scale and micro-scale spatial terms. This study investigated the effect of mathematical reasoning on the comprehension of these two types of sentence spatial terms. A total of 102 primary school children with low mathematical reasoning (LMR) proficiency were matched with 102 children with high mathematical reasoning (HMR) proficiency. Spatial comprehension sentences were presented using E-Prime 1.0 software, while performances in nonverbal intelligence, verbal working memory, receptive vocabulary, morphological awareness, orthographic skills, and arithmetic skills were measured via paper-and-pencil standardized assessments to control for potential confounding effects. Results showed that the HMR and LMR groups performed similarly on literal comprehension questions and on macro spatial term comprehension questions regardless of their mathematical reasoning proficiency. However, children in the HMR group performed significantly better on micro spatial term comprehension than those in the LMR group. Our results extended the current literature on the effects of mathematical reasoning on the comprehension of spatial terms.