How Spatial Reasoning and Numerical Reasoning Are Related in Geometric Measurement [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Battista, Michael T.; Winer, Michael L.; Frazee, Leah M.
Titel	How Spatial Reasoning and Numerical Reasoning Are Related in Geometric Measurement [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spatial Ability; Mathematics Skills; Abstract Reasoning; Correlation; Geometric Concepts; Problem Solving; Elementary School Students; Middle School Students; Interviews + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Abstraktes Denken; Denken; Korrelation; Elementare Geometrie; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interviewing; Interviewtechnik
Abstract	The positive correlation between spatial ability and mathematical ability has been well-documented, but not well-understood. Examining student work in spatial situations that require numerical operations provides us with insight into this elusive connection. Drawing on student work with angle, length, volume, and area, we examine the ways in which students associate numerical operations with their spatial structurings of objects. We find that for students to correctly coordinate their spatial structurings and numerical operations, their solution methods must satisfy basic properties of measurement functions. We illustrate this claim by providing examples in which students successfully and unsuccessfully employ spatial-numerical linked structurings. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01