Hungry for Early Spatial and Algebraic Reasoning

Cross, Dionne I.; Adefope, Olufunke; Lee, Mi Yeon; Perez, Arnulfo

doi:10.5951/teacchilmath.19.1.0042

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…The only foreseeable solution to the problem discussed above lies in making teachers' quantitative reasoning a core focus of both preservice teacher education and in-service professional development. This quantitative reasoning is applicable not only to real world or story problems (e.g., Cross et al, 2012) but also to a conceptual understanding of mathematics; for example, students need to reason about the abstract quantities represented by the independent and dependent variables in order to make sense of functions. Such a focus on quantitative reasoning would be best implemented by refining the structure and content of current methods courses and professional development opportunities; a separate course might imply that quantitative reasoning is a special and separate topic applicable only to a narrow section of mathematics rather than a pervasive feature of mathematical thinking and real-world problem solving.…”

Section: Discussionmentioning

confidence: 99%

Incoherencies in elementary pre-service teachers’ understanding of calculations in proportional tasks

Lee¹,

Joshua²

2022

INT ELECT J MATH ED

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In this study we investigated pre-service teachers' (PSTs) proportional reasoning and how they interpret their calculations in proportional tasks. We administered a written questionnaire to 199 PSTs and used an inductive content analysis approach for data analysis. We found that one item, in which PSTs were asked to interpret the meaning of the results of their calculations, had unusually low coherency, and applying open coding to the responses revealed several common errors. We argue these common errors cannot be dismissed as simple unit or rounding mistakes but rather reflect problems in how respondents think about quantities, story problems, and the nature of mathematics itself. We end with suggestions on how to address these problems.

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Section: Discussionmentioning

confidence: 99%

Incoherencies in elementary pre-service teachers’ understanding of calculations in proportional tasks

Lee¹,

Joshua²

2022

INT ELECT J MATH ED

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“…For example, preschool children were, at different achievement levels, able to reproduce and complete graphic patterns such as a hopscotch pattern or an ABAB-pattern of digits or colours (Papic et al, 2011). In primary school, one common function of patterns is to support the teaching of counting, arithmetic and algebraic structures, geometry, and data exploration (Clements & Sarama, 2011;Cross et al, 2012;Fox, 2005;Papic, 2007;Vogel, 2005).…”

Section: Figurate and Rectangular Numbers In Mathematics Teachingmentioning

confidence: 99%

Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers

Petersson

Weldemariam

2021

Scandinavian Journal of Educational Research

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In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the activity.

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“…A good deal of literature currently exists that describes creative approaches and/or activities to develop spatial thinking (Newcombe, 2010), particularly in the mathematics classroom (Bobis, 2008;Cross, Adefope, Lee, & Perez, 2012;Graf, 2010 …”

Section: Discovering Space In the Elementary Classroommentioning

confidence: 99%

Discovering Space in the Elementary Classroom

Weckbacher¹,

Okamoto²

2015

JEL

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Recent studies have shown that strengths in spatial skills are a key to success in STEM (science, technology, engineering, and mathematics) careers. However, these skills are undervalued in our educational system and thus seldom incorporated in classroom teaching. As a first step towards changing the current practices, we worked with a group of elementary school teachers who participated in an in-service workshop on spatial thinking and problem solving. The workshop emphasized the meaning, importance, and malleable nature of spatial skills and introduced a simple spatial activity, QuickDraw, that could be implemented during group instruction time. Those teachers who implemented this activity over the course of the school year reported various benefits of practicing spatial skills. Implications for preparing students for STEM careers are discussed. (Contains 2 figures.)

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Hungry for Early Spatial and Algebraic Reasoning

Abstract: Kindergartners and first-grade students listen excitedly to a modified storybook to guide their geometry activities.

Cited by 5 publications

References 3 publications

Incoherencies in elementary pre-service teachers’ understanding of calculations in proportional tasks

Incoherencies in elementary pre-service teachers’ understanding of calculations in proportional tasks

Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers

Discovering Space in the Elementary Classroom

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