Finding Space for Spatial Reasoning: Integrating Implicit Skills Into Early Grades Mathematics Instruction

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

Abstract

Spatial reasoning is critical to early mathematics learning, but we lack a clear picture of how early childhood educators are supported in teaching its comprising skills. One way to support teachers is identifying the alignment of spatial reasoning with their education standards, as standards provide the intended curriculum children should learn. This paper describes how spatial reasoning is represented in broadly adopted early elementary education standards, the kindergarten through grade 2 Common Core State Standards for Mathematics. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few contain explicit spatial linkages. Implications and limitations of this analysis are discussed in relation to teaching and learning for all students.

Author

• Robyn K. Pinilla, University of Texas - El Paso