By exploring both primary and emergent dimensions, Spatial Reasoning in the Early Years helps define the concept of spatial reasoning and provides compelling evidence of the need for a clear focus within early education specifically.
By exploring both primary and emergent dimensions, Spatial Reasoning in the Early Years helps define the concept of spatial reasoning and provides compelling evidence of the need for a clear focus within early education specifically.
Brent Davis is Professor and Distinguished Research Chair of the Werklund School of Education at the University of Calgary, Alberta, Canada. The Spatial Reasoning Study Group is a transdisciplinary team of researchers from across North America with its hub at the University of Calgary. Its members work in and across mathematics education, mathematics, psychology, curriculum studies, and cognitive science. The group currently includes Catherine D. Bruce, Beverly Caswell, Lissa D'Amour, Brent Davis, Michelle Drefs, Krista Francis, David Hallowell, Zachary Hawes, Donna Kotsopoulos, Lynn McGarvey, Joan Moss, Yukari Okamoto, Paulino Preciado, Nathalie Sinclair, Diane Tepylo, Jennifer S. Thom, and Walter Whiteley.
Inhaltsangabe
Section 1. What is spatial reasoning and why should we care? 1. What is spatial reasoning? 2. The development of spatial reasoning in young children 3. Developing spatial thinking: implications for early mathematics education Section 2. If spatial reasoning is so important, why has it taken so long to be noticed? 4. A history and analysis of current curriculum 5. Spatial knowing, doing, and being Section 3. What are the curricular and pedagogical implications of spatial reasoning? 6. Spatializing the curriculum 7. Motion and markings 8. Interactions between three dimensions and two dimensions Section 4: And so? What kind of research agenda might we need to pursue? 9. Spatializing school mathematics References Index
Section 1. What is spatial reasoning and why should we care? 1. What is spatial reasoning? 2. The development of spatial reasoning in young children 3. Developing spatial thinking: implications for early mathematics education Section 2. If spatial reasoning is so important, why has it taken so long to be noticed? 4. A history and analysis of current curriculum 5. Spatial knowing, doing, and being Section 3. What are the curricular and pedagogical implications of spatial reasoning? 6. Spatializing the curriculum 7. Motion and markings 8. Interactions between three dimensions and two dimensions Section 4: And so? What kind of research agenda might we need to pursue? 9. Spatializing school mathematics References Index
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