Titlebook: Visualizing Mathematics; The Role of Spatial Kelly S. Mix,Michael T. Battista Book 2018 Springer Nature Switzerland AG 2018 Spatial reason

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The Interaction Between Spatial Reasoning Constructs and Mathematics Understandings in Elementary Clve on mathematics assessment. The extent to which spatial training can enhance student’s math performance is also considered in relation to these three constructs. Implications highlight the potential of explicitly focusing on spatial reasoning in math classrooms, given the malleability of instruction and ongoing affordances of technology.

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From Intuitive Spatial Measurement to Understanding of Units difficulties with standardized measurement units. The chapter ends by suggesting that the most effective instruction may be that which directly harnesses the power of children’s early intuitive reasoning as those children navigate the transition into a deeper conceptual understanding of standardized units of measure.

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More Space, Better Mathematics: Is Space a Powerful Tool or a Cornerstone for Understanding Arithmets. However, benefits of SNA trainings on math skills seem to reinforce the claim of primary SNA role. Nevertheless, tasks used in such trainings may tap cognitive operations required in arithmetic, but not SNA representations themselves. Therefore, using space is a powerful tool rather than a cornerstone for math.

比目魚

Learning Through and from?Drawing in Early Years Geometryween two-dimensional and three-dimensional perceptions of geometric figures. We seek to forge new ways of including drawing as part of the teaching and learning of geometry and offer new ways of thinking about and analyzing the types of spatial/geometric reasoning young children are capable of.

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From Intuitive Spatial Measurement to Understanding of Unitsstanding of measurement units in school settings. In doing so, the chapter reveals that children’s early competence in intuitive spatial thinking does not translate directly into success with standardized measurement units without appropriate scaffolding and support. Findings from cognitive science