The perception and manipulation of spatial information are essential for mathematical learning, and research highlights gender differences in spatial abilities. The present study contributes to the question of whether these differences are evident at earlier ages and how they interact with task complexity in mental rotation. We developed the…

Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction "x/y," children are often taught to use "partitioning": break the whole into "y" parts, and shade in "x" parts. Past research has shown that partitioning on number lines supports children's fraction…

Understanding fraction magnitudes is foundational for later math achievement. To represent a fraction x/y, children are often taught to use "partitioning": Break the whole into y parts and shade in x parts. Past research has shown that partitioning on number lines supports children's fraction magnitude knowledge more than partitioning on…

A key aspect of young children's development of algebraic reasoning is the process of visualising and identifying structures to both abstract and generalise. There has been a growing body of research focused on how students form generalisations, this article adds to the existing body of research by examining how young culturally diverse students…

Number system knowledge (NSK) is broadly defined as the understanding of number relationships and is an essential mathematics skill for young elementary school-aged students. NSK instruction that emphasizes connections between number sense and spatial reasoning could be a critical anchor for second-grade students to stay rooted in their conceptual…

This paper reports on exploratory research into visual imagery in the learning of early mathematics. It aims to present a theoretical position in relation to perceptual perspectives of visual imagery. Students' visual imagery is explored in one example of a teacher's use of a protocol to encourage students to replicate dot patterns. This example…

In order for students to move from using concrete materials to using mental strategies and from additive to multiplicative thinking, the use of arrays and visualisation is pivotal. This article describes a lesson in which students are taken through a Concrete-Representational-Abstract (CRA) approach that involves noticing structure, using…

The importance of practical learning environments for developing preservice teachers' (PSTs') dispositions and skills for teaching mathematics is underscored in a growing body of literature. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent; however, are campus-based…

Developments in mathematics education tend to emphasize mathematics teaching with the help of activities that will allow the students to create these concepts rather than to make them memorize mathematical rules. The purpose of this study is to analyze the applicability of the application of multiplication with fingers developed by the researcher.…

This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with…

This study describes the implementation and effects of a 32-week teacher-led spatial reasoning intervention in K-2 classrooms. The intervention targeted spatial visualization skills as an integrated feature of regular mathematics instruction. Compared to an active control group, children in the spatial intervention demonstrated gains in spatial…

Spatial reasoning, which involves "building and manipulating mental representations of two-and three-dimensional objects and perceiving an object from different perspectives" is a critical aspect of geometric thinking and reasoning. Through building, drawing, and analyzing two-and three-dimensional shapes, students develop a foundation…