Spatial reasoning in context: bridging cognitive and educational perspectives of spatial-mathematics relations

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Danielle Harris
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引用次数: 0

Abstract

Spatial reasoning is ingrained in daily life, such as when locating our keys or parking our car. At a broad level, spatial reasoning describes the ability to mentally represent and transform objects and their relations. Spatial reasoning is comprised of distinct, yet related, spatial skills, most of which have strong links with mathematics achievement. Subsequently, understanding the ways spatial reasoning connects with mathematics has the potential to support achievement in school. However, current research practices have failed to translate into practical outcomes for students. To date, research has often focused on decontextualized spatial skills, measured by psychometric tests, to generalize about broader models of spatial reasoning. However, spatial reasoning goes beyond test performance. In this theoretical review, I have sought to find the points of connection between the fields of cognitive psychology, often based in the lab, and mathematics education, situated within classrooms, and discussed ways to connect this currently siloed work for greater impact on classroom practice. The paper addresses the emergence of spatial research from its historical roots in intelligence testing and the influence these conceptualizations have had on contemporary methodologies. It goes on to discuss how these research traditions may be limiting our ability to understand the mechanisms linking spatial reasoning and mathematics. The paper argues for a broader view of research problems and methodologies in spatial cognition research to facilitate the translation of research to meaningful contexts in pedagogy and learning.
情境中的空间推理:弥合空间数学关系的认知和教育视角
空间推理在日常生活中根深蒂固,比如在找钥匙或停车时。从广义上讲,空间推理描述了在头脑中呈现和转换物体及其关系的能力。空间推理由不同但相关的空间技能组成,其中大部分技能与数学成绩有着密切联系。因此,了解空间推理与数学之间的联系有可能有助于提高学生的学业成绩。然而,目前的研究实践未能转化为学生的实际成果。迄今为止,研究往往侧重于通过心理测试来测量非情境化的空间技能,从而归纳出更广泛的空间推理模型。然而,空间推理并不局限于测试成绩。在这篇理论综述中,我试图找到认知心理学领域(通常基于实验室)与数学教育领域(位于教室内)之间的联系点,并讨论了如何将这些目前各自为政的工作联系起来,从而对课堂实践产生更大的影响。本文论述了空间研究从智力测验的历史根源中产生的过程,以及这些概念对当代方法论的影响。论文接着讨论了这些研究传统如何限制了我们理解空间推理与数学之间联系机制的能力。论文主张从更广阔的视角看待空间认知研究中的研究问题和方法,以促进将研究成果转化为有意义的教学和学习情境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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