Development of Early Spatial Perspective-Taking - Toward a Three-Level Model

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Development of Early Spatial Perspective-Taking - Toward a Three-Level Model. / Niedermeyer, Inga; Ruwisch, Silke; Heil, Cathleen.
In: mathematica didactica, Vol. 44, No. 2, 2021.

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@article{95ecc558a9e74bd7bed656c6b4b396af,
title = "Development of Early Spatial Perspective-Taking - Toward a Three-Level Model",
abstract = "The development of spatial perspective-taking has been described in a two-level model. Inconsistent research results led to more differentiated three-level models.This study draws upon these ideas and aims at developing and validating an integrated three-level model by choosing two approaches. First, prior research results wil be interpreted by using the three-level model. Second, we re-analyze data from an interview study with 95 first graders. In particular, the children{\textquoteright}s explanations for their solutions showed that level-3-tasks were more difficult for them than level-2-tasks. Our findings suggest that a three-level model is appropriate to describe the development of spatial perspective-taking more precisely.",
keywords = "Didactics of Mathematics",
author = "Inga Niedermeyer and Silke Ruwisch and Cathleen Heil",
year = "2021",
language = "English",
volume = "44",
journal = "mathematica didactica",
issn = "0172-8407",
publisher = "Verlag Franzbecker",
number = "2",

}

RIS

TY - JOUR

T1 - Development of Early Spatial Perspective-Taking - Toward a Three-Level Model

AU - Niedermeyer, Inga

AU - Ruwisch, Silke

AU - Heil, Cathleen

PY - 2021

Y1 - 2021

N2 - The development of spatial perspective-taking has been described in a two-level model. Inconsistent research results led to more differentiated three-level models.This study draws upon these ideas and aims at developing and validating an integrated three-level model by choosing two approaches. First, prior research results wil be interpreted by using the three-level model. Second, we re-analyze data from an interview study with 95 first graders. In particular, the children’s explanations for their solutions showed that level-3-tasks were more difficult for them than level-2-tasks. Our findings suggest that a three-level model is appropriate to describe the development of spatial perspective-taking more precisely.

AB - The development of spatial perspective-taking has been described in a two-level model. Inconsistent research results led to more differentiated three-level models.This study draws upon these ideas and aims at developing and validating an integrated three-level model by choosing two approaches. First, prior research results wil be interpreted by using the three-level model. Second, we re-analyze data from an interview study with 95 first graders. In particular, the children’s explanations for their solutions showed that level-3-tasks were more difficult for them than level-2-tasks. Our findings suggest that a three-level model is appropriate to describe the development of spatial perspective-taking more precisely.

KW - Didactics of Mathematics

UR - http://mathematica-didactica.com/aktuelle-beitraege-02.html

UR - https://madipedia.de/wiki/Mathematica_Didactica_Artikel#44._Jg..2C_2021.2C_Heft_2

M3 - Journal articles

VL - 44

JO - mathematica didactica

JF - mathematica didactica

SN - 0172-8407

IS - 2

ER -