Perceptual-Motor Training for Mathematical Ability In Preadolescent Children: A Systematic Review of Intervention Studies

A small but growing number of intervention studies have investigated the use of perceptual-motor training as a means to improve mathematical abilities in preadolescent children. These studies presuppose the existence of specific causal links between perceptual-motor and mathematical abilities which are not shared more broadly by other abilities (e.g. spatial abilities). Although recent observational studies have identified correlations between perceptual-motor and mathematical abilities in preadolescent children, it remains unclear whether the observed relationships are causal. Before further educational interventions are developed which depend upon the supposed causal links, it is important to determine whether a specific causal relationship between perceptual-motor training and improvements in mathematical abilities actually exists. To contribute to this goal, the present paper describes a systematic review of cross-sectional intervention studies, summarising the current state of evidence both for and against the existence of the hypothesised causal links.Weak evidence was found to support the existence of causal links between fine-motor abilities and mathematical abilities involving recognition of magnitude and quantity. The reliability of these findings is called into question by limitations in the available data. These limitations are discussed in the context of a range of plausible cognitive mechanisms by which the hypothesised links between abilities may arise. Suggestions are made for more theoretically-driven research which may be better suited to determining whether there are unique causal links between perceptual-motor training and mathematical abilities in preadolescent children.