What does teaching of spatial visualisation skills incur: an exploration through the visualise-predict-check heuristic
Author:
Funder
Department of Foreign Affairs and Trade, Australian Government
Publisher
Springer Science and Business Media LLC
Subject
Education,General Mathematics
Link
http://link.springer.com/content/pdf/10.1007/s13394-020-00321-2.pdf
Reference33 articles.
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2. Arici, S., & Aslan-Tutak, F. (2015). The effect of origami-based instruction on spatial visualization, geometry achievement, and geometric reasoning. International Journal of Science and Mathematics Education, 13(1), 179–200. https://doi.org/10.1007/s10763-013-9487-8.
3. Battista, M. T. (1999). Fifth graders’ enumeration of cubes in 3D arrays: Conceptual progress in an inquiry-based classroom. Journal for Research in Mathematics Education, 417–448.
4. Boakes, N. J. (2009). Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students. RMLE Online, 32(7), 1–12. https://doi.org/10.1080/19404476.2009.11462060.
5. Bruce, C. D., & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: What is it? Why does it matter? And what can we do about it? ZDM, 47(3), 331–343.
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