The Impact of Scale on Children’s Spatial Thought: A Quantitative Study for Two Settings in Geometry Education
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The Impact of Scale on Children’s Spatial Thought : A Quantitative Study for Two Settings in Geometry Education. / Heil, Cathleen.
1 ed. Wiesbaden : Springer, 2020. 462 p. (Studien zur theoretischen und empirischen Forschung in der Mathematikdidaktik).Research output: Books and anthologies › Monographs › Research › peer-review
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RIS
TY - BOOK
T1 - The Impact of Scale on Children’s Spatial Thought
T2 - A Quantitative Study for Two Settings in Geometry Education
AU - Heil, Cathleen
N1 - Zugl. Dissertation der Leuphana Universität Lüneburg, 2020
PY - 2020
Y1 - 2020
N2 - In this book, Cathleen Heil addresses the question of how to conceptually understand children’s spatial thought in the context of geometry education. She proposes that in order to help children develop their abilities to successfully grasp and manipulate the spatial relations they experience in their everyday lives, spatial thought should not only be addressed in written or tabletop settings at school. Instead, geometry education should also focus on settings involving real space, such as during reasoning with maps.In a first part of this book, she theoretically addresses the construct of spatial thought at different scales of space from a cognitive psychological point of view and shows that maps can be rich sources for spatial thinking. In a second part, she proposes how to measure children’s spatial thought in a paper-and-pencil setting and map-based setting in real space. In a third, empirical part, she examines the relations between children’s spatial thought in those two settings both at a manifest and latent level.
AB - In this book, Cathleen Heil addresses the question of how to conceptually understand children’s spatial thought in the context of geometry education. She proposes that in order to help children develop their abilities to successfully grasp and manipulate the spatial relations they experience in their everyday lives, spatial thought should not only be addressed in written or tabletop settings at school. Instead, geometry education should also focus on settings involving real space, such as during reasoning with maps.In a first part of this book, she theoretically addresses the construct of spatial thought at different scales of space from a cognitive psychological point of view and shows that maps can be rich sources for spatial thinking. In a second part, she proposes how to measure children’s spatial thought in a paper-and-pencil setting and map-based setting in real space. In a third, empirical part, she examines the relations between children’s spatial thought in those two settings both at a manifest and latent level.
KW - Didactics of Mathematics
KW - spatial abilities
KW - map reading
KW - structural equation modeling
KW - Primary education
KW - mathematics education
UR - http://d-nb.info/1221391003
U2 - 10.1007/978-3-658-32648-7
DO - 10.1007/978-3-658-32648-7
M3 - Monographs
SN - 978-3-658-32647-0
T3 - Studien zur theoretischen und empirischen Forschung in der Mathematikdidaktik
BT - The Impact of Scale on Children’s Spatial Thought
PB - Springer
CY - Wiesbaden
ER -