The effect of phonological awareness skills and visual-spatial perception on mathematics performance

Mathematical competence holds a significant place in daily life. Verbal number skills facilitate the development of numerical knowledge, forming the foundation of mathematical skills. Mathematical operations are counting-based skills involving the use of phonological skills and number words. Phonological awareness is a metalinguistic skill that enables the analysis of the sound structure of language. Verbal number skills are influenced by phonological awareness skills and visual-spatial processes. Visual-spatial skills are essential for learning mathematical operations. This study examined the effects of phonological awareness skills and visual-spatial perception performances on the mathematical performance of 40 normally developing participants aged 7;0–8;11. The sample size was calculated using the G*Power 3.1.9.4 software package and Regression Test analysis. A moderate positive correlation was found between children's phonological awareness levels and their mathematical performance (r=0.370; p=0.019). Participants were administered the WISC-R Intelligence Test, Test of Language Development-Primary: Fourth Edition (TOLD-P4), Frostig Developmental Visual Perception Test, Phonological Awareness Test, and non-routine mathematical problems. A moderate positive correlation was observed between children's TOLD-P4 speech composite performance and their mathematical performance (p=0.049, r=0.313). According to the analysis results, phonological awareness (β=0.34, p<0.05) and TOLD-4 speech composite performance (β=0.29, p<0.05) had a positive and statistically significant effect on mathematical performance. The study concluded that phonological awareness skills and the Test of Language Development-Primary: Fourth Edition speaking composite performance had a significant effect on mathematical performance, whereas developmental visual perception did not have an effect on mathematical performance.