Interpreting Teachers’ Spatial Reasoning Routines: A Commognitive Account

• In Event: Geometry, Spatial Reasoning, and Teaching "Big Ideas"

Abstract

In this paper, we report on a series of pedagogical interventions designed to support the development of spatial visualization as a communicative and cognitive process in primary mathematics and science. Specifically, we use commognitive theory and the commognitive concepts of routine and agentivity to address the following research question: How can we interpret changes in teachers’ spatial reasoning routines through pedagogical interventions designed to support visualization practices? Our results suggest that a commognitive approach affords a means of describing and interpreting how teachers enact spatial reasoning in a professional learning context.

Authors

• Josh Markle, University of Alberta

• Mijung Kim, University of Alberta

• Janelle McFeetors, University of Alberta

• Evelyn Matthews, University of Alberta