Interpreting Acts of Spatial Reasoning With Young Children

• In Event: Mathematics Teacher Discourse Around Content and Students in Learning Communities

Abstract

Spatial skills are vital to mathematics understanding, especially in the early years. Yet there is a clear lack of recognition for and development of children’s spatial thinking and reasoning in elementary mathematics curriculums. In this study which is part of our ongoing research, we ask, explore, and consider what interpreting actions such as diagramming, modeling, synthesizing, comparing, and relating do elementary children demonstrate as they work on projective geometry tasks.

Authors

• Jennifer S. Thom, University of Victoria
  Presenting Author

• Josh Markle, University of Alberta
  Presenting Author