Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities

The purpose of this study was to investigate students’ use of visual imagery while solving mathematical problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade ( N = 66) participated in this study. Students were assessed on measures of mathematical problem solving and visual–spatial representation. Visual–spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places, or things described in the problem. Results indicated that gifted students used significantly more visual–spatial representations than the other two groups. Students with LD used significantly more pictorial representations than their peers. Successful mathematical problem solving was positively correlated with use of schematic representations; conversely, it was negatively correlated with use of pictorial representations.