Integrating vision and somatosensation does not improve the accuracy and response time when estimating area and perimeter of rectangles in primary school.

ABSTRACT

BACKGROUND: Problem-solving and learning in mathematics involves sensory perception and processing. Multisensory integration may contribute by enhancing sensory estimates. This study aims to assess if combining visual and somatosensory information improves elementary students' perimeter and area estimates. METHODS: 87 4th graders compared rectangles with respect to area or perimeter either solely using visual observation or additionally with somatosensory information. Three experiments targeted different task aspects. Statistical analyses tested success rates and response times. RESULTS: Contrary to expectations, adding somatosensory information did not boost success rates for area and perimeter comparison. Response time even increased with adding somatosensory information. Children's difficulty in accurately tracing figures negatively impacted the success rate of area comparisons. DISCUSSION: Results suggest visual observation alone suffices for accurately estimating and comparing area and perimeter of rectangles in 4th graders. IMPLICATIONS Careful deliberation on the inclusion of somatosensory information in mathematical tasks concerning perimeter and area estimations of rectangles is recommended.