The Re-emergence of Spatial Reasoning Within Primary Years Mathematics Education

Abstract

This chapter presents a review of the re-emergence of spatial reasoning in Australasia as a potentially powerful but under-utilised bridging mechanism between real-world experiences and mathematics teaching and learning. This is the first time a chapter has been dedicated solely to spatial reasoning in the Mathematics Education Research Group of Australasia’s (MERGA’s) four yearly review and hence the chapter outlines preliminary studies that have formed the basis for the research profiled in the 2016–2019 period. The focus on primary years (Foundation to Year six) mathematics reflects a resurgence of insights from the 1980s amplified as a research focus on the interaction of spatial reasoning and mathematics development during childhood. Because mathematical concept formation is connected to interaction with the three-dimensional world in both a mathematical and non-mathematical way it will be important to spatialise the primary curriculum. The review includes coverage of the work of established Australasian research projects, along with smaller studies and literature emanating from intervention programs that are not nominally spatial, but have spatial underpinnings or spatial reasoning components. While further research is needed to explore teacher knowledge and practice, this chapter acknowledges the valuable contributions and global influence of re-emerging Australasian research.