Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking

Möhring, Wenke; Ribner, Andrew; Segerer, Robin; Libertus, Melissa E.; Kahl, Tobias; Troesch, Larissa Maria; Grob, Alexander

doi:10.1016/j.learninstruc.2021.101515

Cited by 19 publications

(11 citation statements)

References 47 publications

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“…According to Diane and Irani, it is the ability to think about symbols or imagine and represent objects that do not exist using symbols, numbers, or images [3]. This is in line with the opinion of Möhring, who said that in the symbolic stage, children manipulate symbols without depending on real objects [4]. In kindergarten children, the transition from mathematical thinking to abstract mathematical thinking helps their cognitive development and is also a requirement in learning basic arithmetic [5].…”

Section: Introductionmentioning

confidence: 67%

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

Rahmadhani

Wahyuni

Mandasari

2023

IJERE

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<span lang="EN-US">Student’s cognitive abilities can be developed early, including thinking logically and symbolically and problem-solving using various methods. Therefore, this quantitative descriptive research aims to determine the symbolic thinking ability of kindergarten students through Montessori games based on gender. The subjects of this study were 112 kindergarten students from eight schools in the Central Aceh district who were selected by random sampling. Data processing techniques include editing, coding, scoring, and tabulation. The analysis was carried out using a frequency table with guidelines for assessing child development. Data were obtained from tests, observations, and interviews. Based on the analysis, it is known that the symbolic thinking abilities of male and female students are at the level of developing as expected. There are still students at the beginning to develop and undeveloped levels for both male and female students in this ability. There are differences in ability between male and female students, especially in indicators: i) Mentioning numbers 1-10 and ii) Counting and matching numbers with number symbols. While on the indicator of recognizing vowel and consonant symbols, there is no difference in ability between male and female students.</span>

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Section: Introductionmentioning

confidence: 67%

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

Rahmadhani

Wahyuni

Mandasari

2023

IJERE

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“…That is through the trajectory of spatial thinking (Arnis et al, 2019). The developmental trajectory of children's spatial skills influences variables and associations with subsequent mathematical thinking (Möhring et al, 2021). It is the influence of various covariates of language skills on predicting a person's spatial development.…”

Section: Methodsmentioning

confidence: 99%

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

Sukestiyarno

Nugroho

Sugiman

et al. 2023

EURASIA J Math Sci Tech Ed

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Non-Euclidean geometry is an abstract subject and difficult to learn, but mandatory for students. The ethnomathematics approach as a learning approach to improve students’ spatial abilities. The aim of this research is to discover new elements of the spatial abilities of non-Euclidean geometry; determine the relationship between spatial abilities for Euclid, Lobachevsky, and Riemann geometry. This study used the micro genetic method with a 2×2 factorial experimental research design. The sample of this research is 100 students of mathematics education. There are three valid and reliable research instruments through expert trials and field trials. Data collection was carried out in two ways, namely tests and observations. Quantitative data were analyzed through ANCOVA, and observational data were analyzed through the percentage of implementation of the learning trajectory stages. The result is that the spatial ability of students who are given the ethnomathematics learning approach is higher than students who are given the conventional learning approach for Lobachevsky geometry material after controlling for the effect of Euclidean geometry spatial ability. Also, the same thing happened for the spatial abilities of Riemann geometry students. The learning trajectory is conveying learning objectives (learning objective); providing ethnomathematics-based visual problems; students do exploration; students make conclusions and summaries of exploration results; and ends with students sharing conclusions/summaries about concepts and principles in geometric systems. It was concluded that learning non-Euclid geometry through learning paths with an ethnomathematics approach had a positive impact on increasing students’ spatial abilities.

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“…Interest in early science learning has increased during the last years because preschool children's knowledge is predictive for later achievement and school success (Morgan et al, 2016; Trundle & Saçkes, 2015). There is growing consensus that science education should start early (Anders & Rossbach, 2015; Dunekacke et al, 2021; Möhring et al, 2021) and that early science should include inquiry‐based and child‐centred activities (Gropen et al, 2017). Appropriately structured learning situations are needed to support children's learning (Hadzigeorgiou, 2002).…”

Section: Theorymentioning

confidence: 99%

“…Despite multiple empirical findings confirming the importance of science education (McCray & Chen, 2012; Möhring et al, 2021; Zhang & Lin, 2017), some preschool teachers still view science learning as inappropriate for the early childhood years (Park et al, 2017). The promotion of process skills (e.g.…”

Section: Theorymentioning

confidence: 99%

Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning

Schmitt

Weber

Venitz

et al. 2023

Brit J of Edu Psychol

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BackgroundThe importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice.AimsWe validate an instrument to assess willingness to engage in scaffolding and diagnostic activities and study the interplay between willingness, learning beliefs, content knowledge (CK) and pedagogical content knowledge (PCK) in the context of science learning, particularly block play.Sample(s)A total of N = 151 preschool teachers from 41 kindergartens in Germany participated in our study.MethodsPreschool teachers completed a questionnaire, which took approximately 1 hour of time. We drew a subsample of N = 73 teachers and observed their practice during a 30 min block play episode.ResultsWith our instrument, we were able to distinguish between preschool teachers' willingness to diagnose and to scaffold. Preschool teachers' co‐constructivist beliefs and PCK predicted willingness to engage in diagnosing, PCK also predicted willingness to engage in scaffolding. Associations between learning beliefs and practice were inconsistent.ConclusionsOur study highlights aspects of the association between preschool teachers' PCK and their willingness to engage in diagnosing and scaffolding. However, we found inconsistencies between preschool teachers' beliefs and practice, which call for further clarification.

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Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking

Cited by 19 publications

References 47 publications

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning

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