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

• Published in: Cognition and instruction Vol. 35; no. 3; pp. 236 - 264
• Main Authors: Hawes, Zachary, Moss, Joan, Caswell, Beverly, Naqvi, Sarah, MacKinnon, Sharla
• Format: Journal Article
• Language: English
• 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

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...