TY - JOUR

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

AU - Niedermeyer, Inga

AU - Ruwisch, Silke

AU - Heil, Cathleen

PY - 2021/10/15

Y1 - 2021/10/15

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

U2 - 10.18716/ojs/md/2021.1216

DO - 10.18716/ojs/md/2021.1216

M3 - Journal articles

VL - 44

JO - mathematica didactica

JF - mathematica didactica

SN - 0172-8407

IS - 2

ER -