Promoting Spatial-Mathematical Connectivity (SMC) through a 20-Week Spatial Reasoning Design Study in Grade 4
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| Title: | Promoting Spatial-Mathematical Connectivity (SMC) through a 20-Week Spatial Reasoning Design Study in Grade 4 |
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| Language: | English |
| Authors: | Joanne Mulligan, Gabrielle Oslington, Geoff Woolcott, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Spatial Ability, Mathematics Instruction, Grade 4, Elementary School Students, Elementary School Mathematics, Foreign Countries, Intervention |
| Geographic Terms: | Australia |
| Abstract: | A Spatial Reasoning Mathematics Program (SRMP) was implemented over 20 weeks with 28 mathematically-able 4th-graders as the second phase of a classroom design study. The SRMP embedded transformation skills in 28 interrelated mathematical tasks comprising 2-D/3-D relationships, geometric growing patterns and sequences, directionality, area and perimeter, and perspective-taking. Improved spatial reasoning was found across the Pattern and Structure Assessment-Early Mathematics (PASA-2), and the Pattern and Structure Assessment--Spatial (PASA-Sp) measures at post-SRMP. We observed 'Spatial-Mathematical Connectivity' (SMC) as bi-directional: spatial reasoning and conceptual understanding proved complementary. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676460 |
| Database: | ERIC |
| Abstract: | A Spatial Reasoning Mathematics Program (SRMP) was implemented over 20 weeks with 28 mathematically-able 4th-graders as the second phase of a classroom design study. The SRMP embedded transformation skills in 28 interrelated mathematical tasks comprising 2-D/3-D relationships, geometric growing patterns and sequences, directionality, area and perimeter, and perspective-taking. Improved spatial reasoning was found across the Pattern and Structure Assessment-Early Mathematics (PASA-2), and the Pattern and Structure Assessment--Spatial (PASA-Sp) measures at post-SRMP. We observed 'Spatial-Mathematical Connectivity' (SMC) as bi-directional: spatial reasoning and conceptual understanding proved complementary. |
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