spatial-visual ability

The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field dependency, and spatial-visual ability about visual representation and problem-solving ability.

The present study is correlational-relational research. The sample of this study was 500 of all sixth-grade students in Boyerahmad and Dena cities by using G-POWER software and randomly selected 24 boys and girls of primary schools. The research tools were the Utrecht Mathematical Competence Scale, Flanagan Pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. The reliability coefficient of all tests is greater than 0.7.

Findings and results showed that psychomotor empowerment, auditory reading comprehension, independence from context and spatial ability has an adjustable role in visual representation and the ability to solve mathematical problems. Also, the comparison of the results of Utrecht test with problem solving in male and female students in high level of adjustment variables related to problem solving and visual representation shows that psychomotor empowerment in the components of comparison, classification, one-to-one correspondence, sorting, sorting and optional counting; auditory comprehension in classification, rowing, ordered counting and optional counting; independence from context in component rowing and outcome counting and spatial ability in classification, rowing, ordering and arbitrary counting are more in boys than girls.