Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research

Abstract

Spatial visualization skills are those cognitive skills that an individual can acquire to process images in his mind and solve different problems, therefore it is important that children also acquire them, in addition to help them at school, they will serve for various activities of everyday life. Therefore this work was applied to fifth grade students at an educational private institute in the municipality of Floridablanca, The five activities were applied to the general group, but only two couples were directly observed in purpose to describe spatial visualization skills strengthened by the use of the logikubo, which is a puzzle consisting of cubic units and an educational software "Cubes and cubes". The implementation of the activities using these two tools allow to observe that work with manipulative and technological material help to strength some abilities of spatial visualization and dexterity skills to solve geometric problems. This is a process that must be continued. It would also be interesting to start it from an early age using it as a game strategy.

Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics

“…The research was further motivated by the coinvestigators' previous research that conducted searches of academic literatures for terms associated with spatial reasoning (e.g., visualization, spatial awareness) in order to identify related interests, diverse foci, spread, and directional influences (Bruce et al, 2016). We analyzed the current research databases to conduct a complex network analysis (e.g., Newman, Barabási, & Watts, 2006) of research across domains (education, psychology, mathematics, neuroscience, medicine, and engineering).…”

“…The purpose of the research reported here was thus to expand educators' understandings of the role of spatial reasoning across a range of STEM careers. Following the example of Hoyles and Noss (2002), our strategy was to survey working professionals using one focus point: a video of children coding and building robots.The research was further motivated by the coinvestigators' previous research that conducted searches of academic literatures for terms associated with spatial reasoning (e.g., visualization, spatial awareness) in order to identify related interests, diverse foci, spread, and directional influences (Bruce et al, 2016). We analyzed the current research databases to conduct a complex network analysis (e.g., Newman, Barabási, & Watts, 2006) of research across domains (education, psychology, mathematics, neuroscience, medicine, and engineering).…”

Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study

“…An educational priority of many countries is to provide children of all ages with experiences that promote and develop the interdisciplinary concepts within science, technology, engineering and mathematics (STEM) to better prepare young people to possess the cognitive skills required to enter STEM careers (Bruce et al, 2016;Lowrie & Jorgensen, 2018). A key component to successful engagement in STEM is the ability to think and reason spatially.…”

“…Spatial reasoning has gained enormous attention within the field of mathematics education since the 1970s. However, the increasing interest from the fields of cognitive neurosciences, mathematics, psychology and philosophy across all age, sex and demographic groups illustrates the transdisciplinary and universal nature of this skillset (Bruce et al, 2016;Lowrie & Jorgensen, 2018). The diversity of this skillset is evident in the way humans as embodied, situated beings (Lakoff & Núñez, 2001) interact between spatial models of objects, spatial relations between objects, or exploring the spatial coordinates of places and spaces (Uttal et al, 2013).…”

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

“…Transdisciplinary collaborations are needed to bridge the gaps between cognitive science research, education research, and pedagogical practice (Ansari & Coch, 2006;Bruce et al, 2017), yet applying findings from research to the classroom requires effort and engagement on multiple levels. Collaborative projects between researchers and educators are one promising way to address the research-practice gap in cognitive science and education (e.g., Agarwal et al, 2012;Amiel & Tan, 2019;Campbell & Parr, 2015;Massonnié et al, 2020).…”