Numerical skills and visuospatial working memory in primary school
In keeping with Piagetian views, for a long time it was believed that space could impede the acquisition of numerical concepts, this was because the spatial characteristics of objects were an obstacle to the recognition of numerical properties. The important role of spatial information has only recently been highlighted. The construction of early numerical skills derives from the manipulation and observation of objects in the environment. With this change of perspective, the relationship between numbers and space is receiving more and more attention, considering the number of behavioural and neuro-functional studies in constant evolution. The most recent studies support the occurrence of a spatial organisation of the representation of number. This paper aims to verify the relationship between visual-spatial working memory and numerical skills. The study was conducted on a sample of 300 subjects attending primary school (150 females and 150 males).
Visuospatial working memory, Numerical skills, Primary school, AC-MT, Corsi block-tapping test.