Research On The Influence Of Spatial Ability Development On Mental Number Line Representation Among 4-6 Years Old Children

As the basic part of human cognitive ability,spatial ability is a kind of ability to generate,extract,retain and manipulate visual spatial information.Spatial information will involve the shape,positioning,and relationship between objects.This information can help us recognize and construct the external world after a series of transformations through the processing of human cognitive systems.spatial plays a vital role in people's daily life.Researches have shown that the development of preschool children's spatial abilities can have an important impact on future mathematics learning.As a form of estimation,mental number line representation is a method to develop the concept and sense of number of children.As a multi-dimensional structure,what are the characteristics of spatial ability in the development of children? Which aspects may influence the mental number line representation is worth exploring.Therefore,this article discusses the characteristics of the development of pre-school children's spatial ability and the influence of pre-school children's spatial ability on the mental number line representation,and puts forward some strategic suggestions on how to promote the development of children's spatial ability and mental number line representation.In this research,the survey method was used,and spatial perspective taking,spatial visualization,and visual spatial memory were used as the tasks of spatial ability.The mental number line representation used NP tasks.198 children aged 4-6 years old were tested in a provincial demonstration kindergarten in Kaifeng City,Henan Province.SPSS 21.0 software was used to analyze and process the collected data.The final research conclusions are as follows,1.In terms of spatial ability: the development of spatial ability of 4-6 years old children is unbalance.There were significant differences in age between the total score of spatial ability and each task,but no significant differences in gender.2.On the various tasks of spatial ability,(1)In the task of spatial perspective taking ability,the 4-6 years old children have extremely significant differences in the 0 °,90 ° and 4-object task,and the significant differences in the 2-object task,and no significant differences in the 180° task.(2)In the task of spatial visualization ability,the 4-6 years old children have extremely significant differences in the two puzzles,half red and half white task;the four puzzles,two full red and two half of white task;the auxiliary line task;the no auxiliary line task,and the significant differences in the four puzzles,all half red and all half white tasks,and no significant differences in the three puzzles,two full red and one full white tasks.(3)In the task of visual spatial memory ability,the 4-6 years old children have extremely significant differences in the need to remember 3 points task;the need to remember 4 points task;the 9 grids task;the 12 grids task,and the significant differences in the 8 grids task,and no significant differences in the 6 grids task.3.In the mental number line representation,when characterizing the 8 numbers in 1-10 on the 171 mm line,the absolute error rate of the representation of the number 2 by the child is the smallest,and the absolute error rate of the representation of the number 7 by the child is the largest.There were significant differences in age of children's mental number line representation,and no differences in gender.4.In terms of the influence of spatial ability on mental number line,(1)There was a significant correlation between spatial ability and mental number line representation,and a significant negative correlation,the better the development of children's spatial ability,the lower the absolute error rate of mental number line representation.(2)In the various task of spatial ability,there is a significant negative correlation between spatial visualization and visual spatial memory and mental number line representation,the better the development of children's spatial visualization ability and visual spatial memory ability,the lower the absolute error rate of mental number line representation.(3)Spatial ability can negatively predict the absolute error rate of children's mental number line representation.Spatial visualization ability has a significant negative predictive effect,and visual spatial memory ability has a significant negative predictive effect.Based on the above research results,the following educational suggestions are proposed,first,pay attention to the development of spatial ability and mental number line representation of children;Second,select the task that is suitable for children's spatial ability and mental number line representation development;Thirdly,create a variety of environments and opportunities that are conducive to the development of children's spatial ability and mental number line representation;Fourth,innovate and enrich the way and content of children's spatial and mental number line education.