University College Dublin researcher is probing how children’s spatial abilities relate to their performance in mathematics, a connection that has long been observed but remains poorly understood.
PhD candidate maps out the link between spatial cognition and math scores
Shannon Rosbotham, a PhD candidate in UCD’s School of Psychology, leads a study that examines whether children who excel at tasks such as mental rotation or map reading also adopt particular problem‑solving strategies in math.
She earned a BSc in psychology at Queen’s University Belfast and an MSc in behavioural neuroscience at UCD, and says her interest lies in how environmental factors shape brain structure and promote neuroplasticity. “I’m intrigued by how environmental factors can induce structural neurological change in the body and promote neuroplasticity,” she explained, adding that she hopes to translate those insights into classroom practice.
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Why the research matters for everyday life and education
Mathematical competence influences daily tasks—from calculating discounts at a shop to adjusting a recipe—and it shapes academic and career opportunities.
Her work could inform the design of evidence‑based digital tools, spatial toys, or block‑building games that target the underlying cognitive skills. Although the study itself is not a commercial venture, the findings may guide developers seeking to create products that support math learning.
Recruitment presents a notable hurdle. Unlike many studies that draw on university students, developmental research depends on parents bringing their children to the lab, a process that can limit the diversity of the sample. Social media has eased some of these difficulties by reaching a broader audience, yet representation of lower‑socioeconomic families remains a concern.
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She also cautions against a common misconception: participation does not provide diagnostic feedback. “Our studies are not designed to evaluate individual children, rather to give a more general overview of developmental patterns,” she said. Data are anonymised and handled in line with GDPR regulations, a point the lab emphasizes in its information sheets.
Looking beyond the lab to classrooms
Laboratory experiments offer control, but classroom‑based investigations could reveal how children apply spatial reasoning in real‑world learning environments. Observing problem‑solving in situ might uncover nuances that static lab tasks miss.
Future work may explore how teachers currently integrate spatial cognition into lessons. Understanding existing practices could help embed spatial training efficiently into primary school curricula across Ireland.
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For readers seeking background on spatial cognition, the Wikipedia entry on spatial cognition provides a concise overview of the field.
The research highlights the potential of linking cognitive science with educational practice. By clarifying the mechanisms that tie spatial skills to math achievement, the study may pave the way for interventions that both boost learning and address equity gaps in schools.
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