Spatial Reasoning in early childhood

Mapping Intimacies ◽

10.31234/osf.io/jnwpu ◽

2022 ◽

Author(s):

Sue Gifford ◽

Catherine Gripton ◽

Helen Williams ◽

Andrea Lancaster ◽

Kathryn E Bates ◽

...

Keyword(s):

Early Childhood ◽

Young Children ◽

Spatial Reasoning ◽

Extensive Review ◽

Mathematical Learning

This document is about how children develop spatial reasoning in early childhood (birth to 7 years) and how practitioners working with young children can support this. Spatial reasoning is a vital and often overlooked aspect of mathematics. So this toolkit, which is informed by extensive review of research in this areas, will support practitioners to enhance children's early mathematical learning. For the full Spatial Reasoning toolkit: https://earlymaths.org/spatial-reasoning/

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Early Childhood Corner: Multiage Mathematics: Scaffolding Young Children's Mathematical Learning

Teaching Children Mathematics ◽

10.5951/tcm.13.1.0019 ◽

2006 ◽

Vol 13 (1) ◽

pp. 19-21

Author(s):

Ann Baker ◽

Kimberly Schirner ◽

Jo Hoffman

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Primary Grade ◽

Mathematical Concepts ◽

Mathematical Learning ◽

Early Mathematics ◽

Multiage Classrooms ◽

Childhood Education ◽

Young Learners

Exploration, inquiry, manipulation, discussion, and discovery all come to mind when we envision young children involved in mathematical activities. Early childhood education engages students in an exploratory journey from birth through age 9 in empirical mathematical concepts. The focus of early mathematics is to develop a strong foundation of the requisite skills and concepts throughout NCTM's five Content Standard strands (NCTM 2000). The wide ranges of abilities and understandings of mathematical concepts in early childhood classrooms challenge teachers to meet all students' intellectual needs. In this article, teachers of primary-grade multiage classrooms describe how they used scaffolding to capitalize on the wide ranges of abilities and met their students' needs by providing opportunities for their young learners to work together to understand mathematical concepts.

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Early Childhood Corner: The Power of Block Building

Teaching Children Mathematics ◽

10.5951/tcm.10.2.0098 ◽

2003 ◽

Vol 10 (2) ◽

pp. 98-102 ◽

Cited By ~ 2

Author(s):

Beth Casey ◽

Barbara Bobb

Keyword(s):

Early Childhood ◽

Problem Solving ◽

Young Children ◽

National Science Foundation ◽

Spatial Reasoning ◽

National Science Foundation Grant ◽

Complex Structures ◽

National Science ◽

Building Activities ◽

And Mathematics

The ability to build complex structures with blocks is a powerful tool that can benefit all children. This article presents research on the importance of block building in developing spatial reasoning and explains the mathematics underlying block building. As an example of how teachers can systematically incorporate mathematics into block-building activities, this article describes elements of a new book on block building, Sneeze Builds a Castle (Casey, Paugh, and Ballard 2002). This book is part of a series of storytelling and mathematics supplementary books, 'Round the Rug Math: Adventures in Problem Solving, written with the support of a National Science Foundation grant and designed to facilitate spatial reasoning in young children (Casey, in press).

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