Analyzing Children's Spatial Reasoning Using an Existing Learning Progression: Insights from Interviews and Task Performance.
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| Title: | Analyzing Children's Spatial Reasoning Using an Existing Learning Progression: Insights from Interviews and Task Performance. |
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| Authors: | Pinilla, Robyn K.1 (AUTHOR) rkpinilla@utep.edu, Wellberg, Sarah2 (AUTHOR), Castro-Faix, Moraima3 (AUTHOR), Ketterlin-Geller, Leanne R.4 (AUTHOR) |
| Source: | Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p3023-3037. 15p. |
| Subject Terms: | *Spatial ability in children, *Mathematical ability, *Teaching methods, *Outcome-based education, *Education research, *Qualitative research, *Effective teaching, Cognitive interviewing |
| Abstract: | Spatial reasoning comprises a set of skills used to mentally visualize, orient, and transform objects or spaces. These skills, which develop in humans through interaction with our physical world and direct instruction, are strongly associated with mathematics achievement but are often neglected in early grades mathematics teaching. To conceptualize ways to increase the representation of spatial reasoning skills in the classroom, we examined the outcomes of cognitive interviews with kindergarten through grade two students in which they engaged with one spatial reasoning task. Qualitative analyses of students' work samples and verbal reasoning responses on a single shape de/composition task revealed evidence of a continuum of sophistication in their responses that supports a previously articulated hypothetical learning progression. Results suggest that teachers may be able to efficiently infer students' skills in spatial reasoning using a single task and use the results to make instructional decisions that would support students' mathematical development. The practical implications of this work indicate that additional classroom-based research could support the adoption of such practices that could help teachers efficiently teach spatial reasoning skills through mathematics instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189590381 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189590381 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-025-01862-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 3023 Subjects: – SubjectFull: Spatial ability in children Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Education research Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Cognitive interviewing Type: general Titles: – TitleFull: Analyzing Children's Spatial Reasoning Using an Existing Learning Progression: Insights from Interviews and Task Performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pinilla, Robyn K. – PersonEntity: Name: NameFull: Wellberg, Sarah – PersonEntity: Name: NameFull: Castro-Faix, Moraima – PersonEntity: Name: NameFull: Ketterlin-Geller, Leanne R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 8 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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