Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years

Author:

Bates Kathryn E,Williams Ashley Yvette,Gilligan-Lee Katie AnneORCID,Gripton CatherineORCID,Lancaster Andrea,Williams Helen,Borthwick Alison,Gifford Sue,Farran Emily KateORCID

Abstract

Background: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. Aims: We aimed to understand practitioners’ perspectives on their understanding of spatial reasoning, the extent to which they recognize and implement spatial activities in their practice, and the barriers and opportunities to supporting spatial reasoning in the practice setting. Sample: Study 1 (questionnaire) included 94 participants and Study 2 (focus groups) consisted of nine participants. Participants were educational practitioners working with children from birth to 4 years. Methods: The study was mixed methods and included a questionnaire (Study 1) and a series of focus groups (Study 2). Results: We found that whilst practitioners engage in a variety of activities that support spatial reasoning, most practitioners reported little confidence in their understanding of what spatial reasoning is. Conclusion: Informative and accessible resources are needed to broaden understanding of the definition of spatial reasoning and to outline opportunities to support spatial reasoning.

Publisher

Center for Open Science

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study;Canadian Journal of Science, Mathematics and Technology Education;2023-06

2. Spatial thinking as the missing piece in mathematics curricula;npj Science of Learning;2022-06-02

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