Making Dough: Emergence of Spatio-Visual Reasoning in Informal STEM

• In Event: Creating Equitable Informal Mathematics/STEM Learning Environments: Addressing Racial Injustice and Underrepresentation

Abstract

Using the lens of spatio-visual reasoning, we present initial findings of a task where children engaged in creating a recipe for dough using a variety of provided ingredients. Summer Freedom School (https://www.childrensdefense.org/programs/cdf-freedom-schools/)
for children entering grades 1-4 served as the context for 12 one-hour lessons over 6 weeks. Activities were designed drawing from themes provided by Freedom School’s literacy focus including development and representations of views of individual uniqueness, family, and community. The recipe activity was designed to highlight the unique role of ingredients in the making of dough in alignment with the unique role of family members in the making of a family. In addition, understanding properties of different ingredients and the effect of mixing them provided the basis for understanding how the volume and shape of dough is impacted by the volume of ingredients.

The dough making activity took place over 2 days in an informal learning space. children brainstorm the meaning of family and composition of family. Some children had experiences with family cooking and using recipes. None had created a recipe. Children created dough by choosing between ingredients and quantities they hypothesized would make the best or most delicious dough.

Children were given recipe sheets where they could circle ingredients and quantities desired. Children chose flour or cornstarch, water or oil, cocoa or corn meal, and sugar or salt. They also select one measurement for each ingredient: small or large scoop. Lastly, they selected one quantity of measurement for each ingredient ranging from one to four scoops. After mixing together ingredients, children quickly noticed that their dough needed more wet ingredients, dry ingredients, or a combination of the two. For example, some children concluded their dough needed more water because they noticed dry ingredients were not mixing together. Children then revised their recipe sheets to reflect changes in ingredients needed and were given the requested ingredients.

Spatial thinking is malleable and contributes to success in mathematics and science (Cohrssen & Pearn, 2021; Hawes et al., 2015; Newcombe & Frick, 2010; Papic et al., 2011; Shumway, 2013; Tepylo et al., 2014; Uttal et al., 2013). Cohrseen and Pearn’s (2021) definition of spatio-visual reasoning aligns with Clements and Sarama’s (2014) description of spatial thinking in that it describes spatio-visual reasoning as “a mathematical process which includes spatial orientation and imagery and spatial visualisation” (Cohrssen & Pearn, 2021, p. 45). Children exhibited spatio-visual reasoning as they considered measurement, quantity, and combined various ingredients to achieve a texture that they hypothesized was appropriate for homemade dough. Cox (2013) has highlighted “visual intuition” (p. 4) as critical in children’s development of spatial reasoning. Such intuition draws from children’s previous experiences mixing ingredients in cooking and gardening.

Authors

• Maria Eloisa Nuguid, Purdue University

• Signe E. Kastberg, Purdue University

• Laura Bofferding, Purdue University

• Sue Ellen Richardson, Old Dominion University