ABSTRACT
This chapter discusses many studies do suggest a strong relationship between spatial ability and arithmetic. It describes relationships between arithmetic and spatial ability more generally. In general, even people with severe intellectual impairments tend to show similar arithmetical performance and strategy use to typically developing individuals of the same mental age. The relationship between verbal ability and arithmetic has been predominantly studied with regard to the effect of verbal deficits on arithmetic, while spatial ability has been studied with regard to the effects of both weaknesses and strengths. Children with spoken language and communication difficulties usually have some weaknesses in arithmetic, but once again some components tend to be affected much more than others. Spatial skills are often invoked to explain not only arithmetical deficits but the broad spectrum of variation in arithmetical ability. The association between phonological awareness, and those aspects of arithmetic that involve memory is particularly relevant to individuals with developmental dyslexia.
