Assessing Spatial Reasoning during Play: Educator Observations, Assessment and Curriculum Planning

Autor/inn/en	Pollitt, Rachel; Cohrssen, Caroline; Seah, Wee Tiong
Titel	Assessing Spatial Reasoning during Play: Educator Observations, Assessment and Curriculum Planning
Quelle	In: Mathematics Education Research Journal, 32 (2020) 2, S.331-363 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pollitt, Rachel) ORCID (Cohrssen, Caroline) ORCID (Seah, Wee Tiong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-020-00337-8
Schlagwörter	Student Evaluation; Spatial Ability; Play; Observation; Curriculum Development; Mathematical Concepts; Early Childhood Education; Early Childhood Teachers; Teacher Attitudes; Learning Activities; Evidence Based Practice; Curriculum Implementation; Teaching Methods + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Räumliches Vorstellungsvermögen; Spiel; Beobachtung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Children are innately mathematical and explore mathematical concepts through play. However, educator beliefs about mathematics can impact the inclusion of mathematics in early childhood education (ECE). Recent research has suggested that spatial reasoning is a key concept which forms the foundations of mathematics learning. The theoretical argument underpinning this research is that young children benefit from intentional teaching specifically focused on supporting the development of children's spatial reasoning skills during play. This mixed-methods research project investigated the effects of the implementation of a suite of play-based, spatial reasoning activities on educators' teaching practices--including observations, assessment and evidence-based planning--and educator beliefs about mathematics in ECE. Twenty-seven participants were educators from 15 early childhood centres for children age 3-5 years, based within culturally and socio-economically diverse populations. Participant qualifications included diplomas, graduate and postgraduate degrees in early childhood and primary education, with teaching experience ranging from 6 months to 35 years. The investigations found reciprocal influences between the three key areas of the research project which included: the implementation of the activities by educators, educator beliefs about mathematics, spatial reasoning and mathematics teaching practice. The findings have implications for further research and curriculum design and practice. These include the need for research methodologies which contribute to sustained professional learning outcomes and the uptake of research findings in practice, play-based spatial reasoning assessment strategies and the contribution of a focus on spatial reasoning to early childhood curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01