In a paper recently published in Cortex, Jan Lonnemann (RWTH Aachen University, Germany) and colleagues report that many children at the age of 8-9 years seem to represent numbers spatially. Interestingly, boys using this kind of representation tended to have better calculation abilities, while girls who represent numbers spatially tended to show poorer calculation abilities.
The authors assume that these differences may be due to gender-specific thinking styles: for boys, who may prefer visual-spatial thinking styles, it seems to be helpful to represent numbers spatially when being confronted with calculation problems, whereas for girls preferring verbal thinking styles it may be even detrimental.
Evidence for a connection between number and space processing comes from behavioral, patient, and brain imaging data, but only a few studies have addressed this issue in children.