Spatial reasoning and geometry in early childhood: educator observations, assessment, and curriculum planning

Abstract

Children are innately mathematical and explore mathematical concepts through play. Recent research has suggested that spatial reasoning is a key concept that forms the foundations of all mathematics learning. The theoretical argument underpinning this research project is that children, from a young age, benefit from explicit teaching specifically focused on supporting the learning of spatial reasoning skills. This research project investigated the implementation of a suite of assessment activities on educator beliefs about mathematics in early childhood education, by analysing teaching practices that included observations, assessments, and evidence-based planning of mathematics curricula. Th..