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

哎呦

Spatial Reasoning: A Critical Problem-Solving Tool in Children’s Mathematics Strategy Tool-Kite when solving math problems. We propose that teaching generalized spatial skills, disconnected from specific math content, may not be the best direction to go in future spatial interventions. Students who do not start out with strong spatial skills may need to learn to develop different types of “s

Agnosia

More Space, Better Mathematics: Is Space a Powerful Tool or a Cornerstone for Understanding Arithmetbilities are a cornerstone of math skill. We question this seemingly ubiquitous assumption. After presenting SNA taxonomy, we show that only some SNAs correlate with math skill. These correlations are not conclusive: (1) Their directions vary (stronger SNA relates sometimes to better, sometimes to p

harmony

What Processes Underlie the Relation Between Spatial Skill and Mathematics?e strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical abilities and specific connections among these abilities, especially those that include children as particip

斷言

Part I Commentary 1: Deepening the Analysis of Students’ Reasoning About Lengtht research to that of Congdon et al. We illustrate how our qualitative investigation of measurement reasoning can elaborate, deepen, and introduce additional perspectives and insights into the research. We discuss three points of intersection: non-measurement reasoning as elaboration of intuition an

Manifest

Part I Commentary 2: Visualization in School Mathematics Analyzed from Two Points of View The chapters in this book illustrate some of those links. The present text is a reflection, made with the mathematics education eyes, on some chapters in this book presenting educational psychology points of view.

Generosity

Part I Commentary 3: Proposing a Pedagogical Framework for the?Teaching and Learning of Spatial Skil992) both described the connections between the two fields and indeed, many educational theories of development evolved from psychology. To this point, one of the longest running groups in mathematics education derived from the field of cognitive psychology, namely, The International Group for the P

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商談

Learning Through and from?Drawing in Early Years Geometrycational psychology between children’s finished drawings and their mathematical achievement, and the central importance of diagramming in mathematics thinking and learning, we wanted to study children’s actual drawing process in order to gain insight into how the movements of their hands and eyes ca

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The Interaction Between Spatial Reasoning Constructs and Mathematics Understandings in Elementary Clperformance. This chapter examines this relationship from a mathematics education perspective, with a focus on elementary classrooms. Three spatial constructs critical to mathematics instruction and learning are identified: namely, spatial visualization; mental rotation; and spatial orientation. The

Obverse

Geometric Modeling of Mesospace Objects: A Task, its Didactical Variables, and the?Mathematics at Stt this look like in the context of geometry? Inspired by claims that students come to secondary school with knowledge of three-dimensional space that can be leveraged to engage them in modeling, we wondered what it would take to have them do so. We designed a communication task aimed at engaging tee