Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the…

Describes how to deal with students' structuring of rectangular arrays of squares and other two-dimensional regions. Presents activities that connect spatial structuring to the development of multiplicative thinking. (ASK)

Presents a ping-pong activity to teach the coordinate plane that puts students in a position to experience and relate to the coordinate plane in a manner that evokes their visual, spatial, and physical senses while linking the plane with a familiar object. (ASK)

This article describes a process for increasing the quality of students' thinking through alternating from a quiet intuitive state to rational logical processing. The article provides specific teaching suggestions using guided imagery for students in grades K-2, grades 3-4, and grades 5 through college. (DB)

The brain works by making patterns, and this process can be visualized through a medium called visual tools. The book discusses three types of visual tools: brainstorming webs, task-specific organizers, and thinking-process maps. Sample lessons, assessments, and descriptions of visual tools in action are included. Emphasis is placed on the…

This book consists of creative drama activities that introduce, review, and reinforce content material across the curriculum. Step-by-step procedural outlines and actual scripts are included. Chapter 1, "An Overview," presents a definition of creative drama, describes the benefits of using it in the classroom, and outlines suggestions and…

Provides illustrations, questions, and vocabulary to enable students to develop visual thinking skills through the study of architecture and its concepts. Seeks to help students gain a critical appreciation of the built environment and learn to use architecural terms and basic design principles to discuss architecture as a visual art form. (KM)

Describes the Agam program, a 36-unit curriculum program to introduce students to basic visual concepts and that applies visual abilities and visual thinking to learning tasks. Describes two units at the third grade level, "Ratio and Proportion" and "Numerical Intuition," and makes observations of the students' learning. (MDH)

Describes five skills underpinning the understanding of geometry for primary and lower secondary mathematics students. Skill categories identified include (1) visual; (2) verbal; (3) drawing; (4) logical; and (5) application. Gives examples of skills appropriate for Van Hiele levels 1-3. (MDH)

Presents a discussion illustrating student reasoning while using LOGO to draw tilted squares and rectangles. Suggests that teachers recognize that many students use visual imagery to reason and discuss visual reasoning with students. Gives examples of tasks to promote discussion. (MDH)

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics" (the "Standards"), provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. This book, one in a series…