How Early Elementary Educators Teach Spatial Reasoning: The Case of Current Practice

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Elementary Mathematics Instructional Practices (Table 5)

Abstract

Spatial reasoning skills are critical for early mathematics learning, yet there is little empirical knowledge about early elementary educators’ spatial reasoning teaching practices. To better understand young students’ opportunities to learn to reason spatially, this exploratory case study investigated how kindergarten through grade 2 teachers teach spatial reasoning through their typical instructional practices. Findings revealed that some spatial reasoning skills are frequently taught through formal mathematics instruction, such as de/composing shapes in geometry lessons. Other skills are taught infrequently, informally, or through non-mathematics content, such as mapping skills in social studies or diagramming when pre-writing. Study limitations and implications are discussed as directions for future research to support early elementary educators in teaching spatial reasoning within policy and curricular constraints.

Author

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