International Electronic Journal of Mathematics Education

Fostering Young Children’s Spatial Structuring Ability
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2011 - Volume 6 Issue 1, pp. 27-39
  • Published Online: 04 Apr 2011
  • Article Views: 438 | Article Download: 511
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Nes FV, Doorman M. Fostering Young Children’s Spatial Structuring Ability. Int Elect J Math Ed. 2011;6(1), 27-39.
APA 6th edition
In-text citation: (Nes & Doorman, 2011)
Reference: Nes, F. V., & Doorman, M. (2011). Fostering Young Children’s Spatial Structuring Ability. International Electronic Journal of Mathematics Education, 6(1), 27-39.
Chicago
In-text citation: (Nes and Doorman, 2011)
Reference: Nes, Fenna van, and Michiel Doorman. "Fostering Young Children’s Spatial Structuring Ability". International Electronic Journal of Mathematics Education 2011 6 no. 1 (2011): 27-39.
Harvard
In-text citation: (Nes and Doorman, 2011)
Reference: Nes, F. V., and Doorman, M. (2011). Fostering Young Children’s Spatial Structuring Ability. International Electronic Journal of Mathematics Education, 6(1), pp. 27-39.
MLA
In-text citation: (Nes and Doorman, 2011)
Reference: Nes, Fenna van et al. "Fostering Young Children’s Spatial Structuring Ability". International Electronic Journal of Mathematics Education, vol. 6, no. 1, 2011, pp. 27-39.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Nes FV, Doorman M. Fostering Young Children’s Spatial Structuring Ability. Int Elect J Math Ed. 2011;6(1):27-39.

Abstract

Insight into spatial structures (e.g., dice dot configurations or double structures) is important for learning numerical procedures such as determining, comparing and operating with quantities. Using design research, a hypothetical learning trajectory was developed and an instruction experiment was performed to gain a better understanding of how young children’s (aged 4-6 years) spatial structuring ability may be fostered. In this paper we highlight the role of an overarching context in influencing the effectiveness of the instructional setting. The context that was designed for this instruction experiment created opportunities for the children and teacher to focus on spatial structuring in a sequence of instruction activities. The analyses suggest that children benefited from having participated in the instruction activities. In particular, the overarching context helped them to gain awareness of spatial structures and to learn to use spatial structuring strategies rather than unitary counting procedures. This emphasizes the importance of acknowledging spatial structure in early educational practice for cultivating young children’s mathematical development.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.