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<p>Reported educational disparities persist in mathematics performance, with children from regional and rural areas consistently scoring lower on standardised academic tests than their metropolitan peers. However, spatial skills may represent an untapped reservoir of strength for children often identified as disadvantaged in formal educational contexts. In a large-scale, naturalistic study, 742 pre-school children (aged 3.5–4.5 years) from metropolitan, regional, and rural areas completed assessments of numeracy, patterning, spatial language, and perspective taking before and after their participation in a spatial learning program. At baseline, metropolitan and regional children outperformed rural children in numeracy, and regional children surpassed rural peers in patterning, but no differences emerged in spatial language or perspective-taking. Post-program, all groups showed comparable learning gains across all measures, and there were no gaps in achievement when controlling for baseline performance. Our findings highlight spatial language and perspective-taking skills as areas of equal proficiency across geographic regions for preschool children, while early disparities in numeracy and patterning can be mitigated through targeted spatial learning interventions, fostering equitable academic growth.</p>

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Highlighting the strengths of regional and rural children in early mathematics education: exploring the role of spatial reasoning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月21日

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  • Danielle Harris,
  • Ilyse Resnick,
  • Kevin Larkin,
  • Tom Lowrie

摘要

Reported educational disparities persist in mathematics performance, with children from regional and rural areas consistently scoring lower on standardised academic tests than their metropolitan peers. However, spatial skills may represent an untapped reservoir of strength for children often identified as disadvantaged in formal educational contexts. In a large-scale, naturalistic study, 742 pre-school children (aged 3.5–4.5 years) from metropolitan, regional, and rural areas completed assessments of numeracy, patterning, spatial language, and perspective taking before and after their participation in a spatial learning program. At baseline, metropolitan and regional children outperformed rural children in numeracy, and regional children surpassed rural peers in patterning, but no differences emerged in spatial language or perspective-taking. Post-program, all groups showed comparable learning gains across all measures, and there were no gaps in achievement when controlling for baseline performance. Our findings highlight spatial language and perspective-taking skills as areas of equal proficiency across geographic regions for preschool children, while early disparities in numeracy and patterning can be mitigated through targeted spatial learning interventions, fostering equitable academic growth.