Enhancing Children's Spatial Sense Using Tangrams

Lee, Joohi; Lee, Joo Ok; Collins, Denise

doi:10.1080/00094056.2010.10523120

Cited by 17 publications

(10 citation statements)

References 2 publications

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“…Previous international assessments indicated that American students performed worst in geometry (Copley 2001). A major reason that has been suggested for this is that geometry content in early and elementary education has largely focused on knowing terms, definitions, and attributes of two-or three-dimensional shapes while neglecting enhancing children's spatial sense (Copley 2000;Lee et al 2009;NCTM 2000). Doverborg and Samuelsson (2001) recommend exposing children to various experiences of exploring shapes in their lives, such as exploring the neighborhood to look for different types of houses, looking for geometric features on houses, investigating objects from different angles, and designing house plans by sketching and constructing a treehouse.…”

Section: Discussionmentioning

confidence: 99%

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Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics

Lee

2010

IJEC

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The purpose of this study was to assess 81 kindergarten teachers' pedagogical content knowledge of mathematics on six subcategory areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed a higher level of pedagogical content knowledge of ''number sense'' (M = 89.12) compared to other mathematics pedagogical content areas. The second highest scores among six subcategories of pedagogical content knowledge of mathematics was for the pedagogical content area of ''pattern'' (M = 82.33). The lowest scores among those six subcategories of kindergarten teachers' pedagogical content knowledge were obtained from the subcategory of ''spatial sense'' (M = 44.23), which involved the means to introduce children to spatial relationships. The second lowest score was obtained for the subcategory of ''comparison'' (M = 50.40) which involved the means to introduce the concept of graphing and the use of a balance scale for measurement.Résumé El propósito de este estudio fue el evaluar el conocimiento pedagógico del contenido de matemáticas en 81 maestros de educación infantil en seis subcategorías tales como el sentido de número, patrones, orden, sentido espacial y comparación. Los datos mostraron que los participantes poseen un nivel más alto de conocimiento pedagógico en ''sentido de número'' (M = 89.12) en comparación con otras áreas de contenido pedagógico de matemáticas. El segundo resultado más alto entres las seis subcategorías fue el área de contenido pedagógico de ''patrones'' (M = 82.33). Las dos subcategorías que muestran más bajos resultados en relación al conocimiento pedagógico del contenido de matemáticas en maestros de educación infantil fue la subcategoría de ''sentido espacial'' (M = 44.23), lo cual incluyó los medios por los cuales se introducen o presentan relaciones espaciales a los niños. El segundo resultado más bajo fue obtenido para la subcategoría de ''comparación'' (M = 50.40) lo que incluyó el cómo introducir el concepto de graficar y la utilización de una escala de balance para la medición.Resumen Le but de cette étude était d'évaluer chez 81 professeurs de jardin d'enfants la connaissance de six sous-catégories de contenu pédagogique en mathématiques, soit le sens du nombre, le modèle, la mise en ordre, les formes, le sens spatial, et la comparaison. Les données montrent que les participants connaissaient mieux le contenu pédagogique du «sens du nombre » (M = 89.12) que de celui des autres secteurs. Le deuxième score de connaissance le plus élevé parmi les six sous-catégories de contenu pédagogique en mathématiques se trouve au secteur « modèle » (M = 82.33). Le score le plus bas des professeurs de jardin d'enfants à ces six sous-catégories a été obtenu à la sous-catégorie « sens spatial » (M = 44.23), relative aux moyens de présenter les relations spatiales aux enfants. Le deuxième score le plus bas a été obtenu à la sous-catégorie « comparaison » (M = 50.40) qui portait sur les moyens de présenter le concept de graphique et l'usage d'...

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Section: Discussionmentioning

confidence: 99%

“…For example, children can learn mathematical concepts such as sorting or patterning during clean-up time while they are putting away toys. Children learn sense of time based on the sequence of their daily activities (Lee et al 2009). Thus, using children's daily lives to teach mathematical concepts is essential.…”

Section: Discussionmentioning

confidence: 99%

Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics

Lee

2010

IJEC

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“…Over the last two decades, researchers have accumulated a wealth of evidence showing that from birth to age 5, young children develop an understanding of mathematic concepts, including informal ideas of more and less, taking away, shape, size, location, time, pattern, and position (Baroody et al 2006;Clements and Sarama 2009;Lee 2014;Lee et al 2009Lee et al , 2015. These concepts are surprisingly broad, complex, and sometimes sophisticated.…”

Section: Review Of Related Literature Children's Early Numeracy Skillsmentioning

confidence: 98%

Investigating Children’s Abilities to Count and Make Quantitative Comparisons

Lee

Md-Yunus

2015

Early Childhood Educ J

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This study was designed to investigate children's abilities to count and make quantitative comparisons. In addition, this study utilized reasoning questions (i.e., how did you know?). Thirty-four preschoolers, mean age 4.5 years old, participated in the study. According to the results, 89 % of the children (n = 30) were able to do rote counting and 70 % (n = 24) were able to do rational counting. When children were asked how they knew how many objects were in a set, 30 responded that they used a counting strategy. Sixty-five percent of children (n = 22) answered ''zero'' when no block was given and 21 children answered ''nothing'' when they were asked what zero meant to them. About quantitative comparisons, 65 % of children (n = 22) answered correctly when they were asked more and less questions.

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“…Further, Parham (1983) reported that elementary students that used manipulatives had greater achievement scores than students that had not used manipulatives (Gilbert & Bush, 1988). Students become more proficient in understanding locations, positions, and structures when they are able to manipulate materials (Lee, Lee, & Collins, 2009).…”

Section: Manipulatives and Spatial Reasoning In Mathematical Learningmentioning

confidence: 99%

“…The Trends in International Mathematics and Science Study (TIMSS) 2007 International Report reveals that the lowest competence in geometry is "the study of spatial relationships" as compared to all other areas of mathematics among children in the United States (Lee, Lee, & Collins, 2009). The reason for the poor performance in geometry could be attributed to a lack of spatial sense among American students OSMO IN MATH CLASSROOM (Lee, Lee, & Collins, 2009). Maccoby and Jacklin (1974) found that fourth grade students benefited strongly from the instruction involving spatial ability (Smith & Schroeder, 1979).…”

Section: Manipulatives and Spatial Reasoning In Mathematical Learningmentioning

confidence: 99%

An Exploratory Study of Osmo Tangram and Tangram Manipulative in an Elementary Mathematics Classroom

Schroth

Tang

Carr‐Chellman

et al. 2019

jetde

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This exploratory study considered the literature on the history of manipulatives, with attention to tangrams, and examined the use of manipulatives in the elementary classroom through the Osmo Tangram. Specifically, manipulatives can be utilized in assisting elementary students to develop mathematical ability and achievement, with an emphasis on spatial sense. This paper describes design features of first generation virtual manipulatives, the amalgam of real and virtual manipulatives (e.g. Osmo Tangram), and results of an exploratory observational study of Osmo Tangram at the elementary level. Findings are discussed tailored to the future design and implementation of integrating tangram into mathematics instruction.

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Enhancing Children's Spatial Sense Using Tangrams

Cited by 17 publications

References 2 publications

Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics

Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics

Investigating Children’s Abilities to Count and Make Quantitative Comparisons

An Exploratory Study of Osmo Tangram and Tangram Manipulative in an Elementary Mathematics Classroom

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