Peer reviewed
Direct linkERIC Number: EJ1147303
Record Type: Journal
Publication Date: 2017
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0737-0008
EISSN: N/A
Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention
Hawes, Zachary; Moss, Joan; Caswell, Beverly; Naqvi, Sarah; MacKinnon, Sharla
Cognition and Instruction, v35 n3 p236-264 2017
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Kindergarten; Grade 1; Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
