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English, Lyn D. – ZDM: The International Journal on Mathematics Education, 2016
With ongoing concerns about environments that push teachers toward increasingly structured assessments, thus reducing opportunities to observe young learners' mathematical capabilities, the publication of this special issue on formative assessment is especially significant and timely. The articles illustrate how we cannot rely solely on…
Descriptors: Young Children, Mathematics Skills, Formative Evaluation, Student Evaluation
Cross, Dionne I.; Adefope, Olufunke; Lee, Mi Yeon; Perez, Arnulfo – Teaching Children Mathematics, 2012
Tasks that develop spatial and algebraic reasoning are crucial for learning and applying advanced mathematical ideas. In this article, the authors describe how two early childhood teachers used stories as the basis for a unit that supports spatial reasoning in kindergartners and first graders. Having mathematical experiences that go beyond…
Descriptors: Preschool Children, Algebra, Futures (of Society), Mathematics Instruction
Golbeck, Susan L. – Young Children, 2005
Words are only one way of symbolizing ideas. Numbers, pictures, graphs, maps, diagrams, photographs, and other means are also used to convey information. Researchers refer to notational systems such as graphs, diagrams, and maps as "inscriptions." Inscriptions are tools that help people to perceive and to talk about spatial worlds. Spatial…
Descriptors: Science Instruction, Literacy, Visual Arts, Mathematics Instruction
Nicholson, Charles L. – Diagnostique, 1990
The Matrix Analogies Test measures nonverbal ability of handicapped and nonhandicapped children, ages 5-17, in a culture-fair fashion. It assesses pattern completion, reasoning by analogy, serial reasoning, and spatial visualization, with a short form available as a screening instrument. This paper describes the test's administration, format,…
Descriptors: Abstract Reasoning, Culture Fair Tests, Disabilities, Elementary Secondary Education
MacKinnon, Colin – 1981
The idea that the brain may be more complex and varied in the ways that it responds to and interprets information than is generally recognized suggests that both the left and right hemispheres are in need of total development. In discussing the development of curriculum that will bring into harmony the functions of both brain hemispheres, it is…
Descriptors: Abstract Reasoning, Cerebral Dominance, Cognitive Style, Curriculum Development
Sze, Susan – Online Submission, 2005
Students with or without disabilities often experience difficulties with abstract math concepts. This paper is intended to help solve the mystery of math concepts through origami construction, a hands-on activity. Students are involved in constructing and deconstructing concepts by folding and unfolding a piece of paper which eventually leads to a…
Descriptors: Disabilities, Constructivism (Learning), Spatial Ability, Abstract Reasoning

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