Integrating Spatial Reasoning Into Early Mathematics: A Design Research Study (Poster 20)

• In Event: AERA Poster Session Four
  In Poster Session: Division H Graduate Student Poster Session: Perspectives on Research, Evaluation, Assessment, and Accountability in Schools

Abstract

Despite the importance of teaching spatial reasoning throughout school-age children’s education, number sense instruction still dominates mathematics in kindergarten through Grade 2 classrooms. This research examines how to facilitate enacting spatial reasoning teaching practices through typical mathematics curricula in K–2. This study will follow design-based research methods to iteratively define the problem, develop potential solutions, implement and iterate the proposed solutions, and produce design principles that will serve as a framework for spatializing early mathematics teaching practices.

Author

• Robyn K. Pinilla, University of Texas - El Paso
  Presenting Author