Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention

This study describes the implementation and effects of a 32-week teacher-led spatial reasoning intervention in K-2 classrooms. The intervention targeted spatial visualization skills as an integrated feature of regular mathematics instruction. Compared to an active control group, children in the spat...

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Bibliographic Details
Published inCognition and instruction Vol. 35; no. 3; pp. 236 - 264
Main Authors Hawes, Zachary, Moss, Joan, Caswell, Beverly, Naqvi, Sarah, MacKinnon, Sharla
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 03.07.2017
Taylor & Francis, Ltd
Taylor & Francis Ltd
Subjects
Children & youth
Cognition & reasoning
Control Groups
Elementary School Teachers
Experimental Groups
Faculty Development
Foreign Countries
Geometric Concepts
Geometry
Grade 1
Grade 2
Inquiry
Intervention
Kindergarten
Mathematics education
Mathematics Instruction
Mathematics Skills
Numeracy
Pretests Posttests
Primary Education
Quasiexperimental Design
Rural Schools
Spatial Ability
Statistical Analysis
Thinking Skills
Visualization
Young Children
Canada
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Summary:This study describes the implementation and effects of a 32-week teacher-led spatial reasoning intervention in K-2 classrooms. The intervention targeted spatial visualization skills as an integrated feature of regular mathematics instruction. Compared to an active control group, children in the spatial intervention demonstrated gains in spatial language, visual-spatial reasoning, 2D mental rotation, and symbolic number comparison. Overall, the findings highlight the potential significance of attending to and developing young children's spatial thinking as part of early mathematics instruction.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0737-0008
1532-690X
DOI:10.1080/07370008.2017.1323902