Spatial skills can predict mathematics performance, with many researchers investigating how and why these skills are related. However, a literature review on spatial ability revealed a multiplicity of spatial taxonomies and analytical frameworks that lack convergence, presenting a confusing terrain for researchers to navigate. We expose two central challenges: (1) many of the ways spatial ability is defined and subdivided are often not based in well-evidenced theoretical and analytical frameworks, and (2) the sheer variety of spatial assessments. These challenges impede progress in designing spatial skills interventions for improving mathematics thinking based on causal principles, selecting appropriate metrics for documenting change, and analyzing and interpreting student outcome data. We offer solutions by providing a practical guide for navigating and selecting among the various major spatial taxonomies and instruments used in mathematics education research. We also identify current limitations of spatial ability research and suggest future research directions.

空间技能可以预测数学成绩，许多研究人员正在研究这些技能如何以及为何相关。然而，关于空间能力的文献综述揭示了缺乏收敛性的多种空间分类法和分析框架，为研究人员提供了一个令人困惑的领域。我们提出了两个核心挑战：（1）空间能力的许多定义和细分方式通常不是基于充分证据的理论和分析框架，以及（2）空间评估的多样性。这些挑战阻碍了设计空间技能干预措施的进展，以提高基于因果原理的数学思维、选择适当的指标来记录变化以及分析和解释学生的成果数据。我们通过提供实用指南来提供解决方案，用于在数学教育研究中使用的各种主要空间分类法和工具中进行导航和选择。我们还确定了空间能力研究当前的局限性并提出了未来的研究方向。