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

Autor/inn/en	Hawes, Zachary; Moss, Joan; Caswell, Beverly; Naqvi, Sarah; MacKinnon, Sharla
Titel	Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention
Quelle	In: Cognition and Instruction, 35 (2017) 3, S.236-264 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2017.1323902
Schlagwörter	Spatial Ability; Numeracy; Mathematics Skills; Geometry; Geometric Concepts; Visualization; Primary Education; Intervention; Kindergarten; Grade 1; Grade 2; Control Groups; Experimental Groups; Young Children; Thinking Skills; Mathematics Instruction; Foreign Countries; Rural Schools; Quasiexperimental Design; Pretests Posttests; Inquiry; Faculty Development; Elementary School Teachers; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geometrie; Elementare Geometrie; Visualisation; Visualisierung; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Frühe Kindheit; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Kanada
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01