Teacher spatial skills are linked to differences in geometry instruction

2017 ◽  
Vol 87 (4) ◽  
pp. 683-699
Author(s):  
Beryl Ann Otumfuor ◽  
Martha Carr
Keyword(s):  
Spatial Skills ◽  
Geometry Instruction

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Minecraft as a Block Building Approach for Developing Spatial Skills

2021 ◽  
pp. 100427
Author(s):  
C.J. Carbonell-Carrera ◽  
A. Jaeger ◽  
J.L. Saorín ◽  
D. Melián ◽  
J. Cantero
Keyword(s):  
Spatial Skills

scholarly journals A smart learning ecosystem design for delivering Data-driven Thinking in STEM education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Francisco Benita ◽  
Darshan Virupaksha ◽  
Erik Wilhelm ◽  
Bige Tunçer
Keyword(s):  
Learning Experience ◽  
Data Driven ◽  
Spatial Skills ◽  
Children And Adolescent ◽  
Adolescent Students ◽  
Smart Learning ◽  
Leadership Management ◽  
Analytical Thinking ◽  
Organization Leadership ◽  
Multi Stakeholder

AbstractThis paper proposes an Internet of Things device (IoT)-based ecosystem that can be leveraged to provide children and adolescent students with STEM educational activities. Our framework is general and scalable, covering multi-stakeholder partnerships, learning outcomes, educational program design and technical architecture. We highlight the importance of bringing Data-driven Thinking to the core of the learning environment as it leads to collaborative learning experience and the development of specific STEM skills such as problem-finding and solving, cognitive, analytical thinking, spatial skills, mental manipulation of objects, organization, leadership, management, and so on. A successful case study in Singapore involving tens of thousands of students is presented.

Enhancing spatial skills of preschoolers from under‐resourced backgrounds: A comparison of digital app vs. concrete materials

2021 ◽  
Author(s):  
Corinne A. Bower ◽  
Laura Zimmermann ◽  
Brian N. Verdine ◽  
Calla Pritulsky ◽  
Roberta Michnick Golinkoff ◽  
...  
Keyword(s):  
Spatial Skills ◽  
Concrete Materials

Can Students' Spatial Skills Predict Their Programming Abilities?

2020 ◽  
Author(s):  
Ryan Bockmon ◽  
Stephen Cooper ◽  
Jonathan Gratch ◽  
Jian Zhang ◽  
Mohsen Dorodchi
Keyword(s):  
Spatial Skills

Enhancing spatial skills through mechanical problem solving

2021 ◽  
Vol 75 ◽  
pp. 101496
Author(s):  
Felipe Munoz-Rubke ◽  
Russell Will ◽  
Zachary Hawes ◽  
Karin H. James
Keyword(s):  
Problem Solving ◽  
Spatial Skills ◽  
Mechanical Problem

Digital Native Students

2017 ◽  
Vol 7 (2) ◽  
pp. 13-26 ◽  
Author(s):  
Su-Ting Yong
Keyword(s):  
Gender Gap ◽  
Computer Games ◽  
Qualitative Interviews ◽  
Mathematics Learning ◽  
Spatial Abilities ◽  
Native Students ◽  
Digital Native ◽  
Spatial Skills ◽  
And Mathematics ◽  
The Many

The purpose of this study was to explore gender differences among digital native students in mathematics learning and gaming. A quantitative dominant mixed methods approach was employed in which quantitative surveys [174 students] and qualitative interviews [eight students, eight parents and six teachers] were administered concurrently. Data collected has revealed that students are characterized as digital natives and do not portray a significant gender gap in technology usage. Nevertheless, males and females tend to demonstrate their digital native characteristics differently. Males are more likely to play computer games and acknowledge the many benefits of gaming. Moreover, boys have better spatial skills and they are more confident in mathematics. While females still lag behind males in spatial abilities and mathematics confidence in the past, digital native females are not helping to close the gender gap. Essentially, girls could play more computer games to strengthen their spatial abilities.

scholarly journals Longitudinally adaptive assessment and instruction increase numerical skills of preschool children

2020 ◽  
Vol 117 (45) ◽  
pp. 27945-27953
Author(s):  
Stephen W. Raudenbush ◽  
Marc Hernandez ◽  
Susan Goldin-Meadow ◽  
Cristina Carrazza ◽  
Alana Foley ◽  
...  
Keyword(s):  
Social Inequality ◽  
Literacy Skills ◽  
Potential Contribution ◽  
Spatial Skills ◽  
Verbal Comprehension ◽  
Playing Field ◽  
Comprehension Skills ◽  
Trained Teachers ◽  
Mathematical Skill ◽  
Print Literacy

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child’s age and accumulated evidence about the child’s skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P= 0.005). We observed no effect on spatial skills. The intervention also positively influenced children’s verbal comprehension skills (0.28 SD higher at posttest,P< 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.

I. SPATIAL SKILLS, THEIR DEVELOPMENT, AND THEIR LINKS TO MATHEMATICS

2017 ◽  
Vol 82 (1) ◽  
pp. 7-30 ◽  
Author(s):  
Brian N. Verdine ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Nora S. Newcombe
Keyword(s):  
Spatial Skills
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