Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP) intervention in the primary school
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Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP) intervention in the primary school Joanne Mulligan 1 & Geoff Woolcott 2 & Michael Mitchelmore 1 & Susan Busatto 1 & Jennifer Lai 1 & Brent Davis 3 Received: 5 November 2019 / Revised: 23 March 2020 / Accepted: 28 March 2020 # Mathematics Education Research Group of Australasia, Inc. 2020
Abstract As part of the Connecting Mathematics Learning through Spatial Reasoning project, a Spatial Reasoning Mathematics Program (SRMP) intervention was implemented with one cohort of 30 students in grades 3 through 4. The SRMP embedded transformation skills in learning sequences comprising repeating and growing patterns, 2D and 3D relationships, structuring area and perimeter, directionality and perspective-taking. Analysis indicated a significantly better gain by the experimental group on the PASA-2 measure of awareness of pattern and structure and on the PASA-Sp assessment of spatial ability at the postSRMP period. However, there were no significant differences found between groups on the PATMaths4 test of mathematics achievement. Qualitative analyses indicated that students demonstrated the development of complex spatial concepts well beyond curriculum expectations. The SRMP highlighted the important role of patterning and spatial structuring in the formation and representation of spatial concepts. Keywords Mathematics education . Spatial reasoning . Intervention . Primary school .
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Introduction The term spatial reasoning can be interpreted widely, depending on the disciplinary perspective and purpose of a study, but usually includes processes such
* Joanne Mulligan [email protected] Extended author information available on the last page of the article
J. Mulligan et al.
as visualisation, mental rotation, symmetry, perspective-taking, locating, orienting, decomposing/recomposing shape and navigating. We define spatial reasoning as “the ability to recognize and (mentally) manipulate the spatial properties of objects and the spatial relations among objects” (Bruce et al. 2017, p. 147). Spatial reasoning plays a fundamental role within mathematics learning and beyond. We consider that mathematics learning is a complex, dynamic system of interconnected components that are fundamentally dependent on spatial reasoning, rather than one based on quantitative or numerical concepts as is often assumed (Davis and the Spatial Reasoning Study Group 2015; Mulligan et al. 2018). Indeed, the development of number concepts may be primarily spatial in origin (Mulligan and Woolcott 2015). Particular spatial skills have been found predictive of mathematics achievement, are malleable and can be developed from early childhood (Hawes et al. 2017; Uttal et al. 2013). The recent surge in interest in Science, Technology, Engineering and Mathematics (STEM) has raised awareness of the role of spatial reasoning as a result of studies showing that success in STEM is related to spatial competencies and can predict entry to the STEM professions (Wai et al. 2009)
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