Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP) intervention in the primary school

Joanne Mulligan*, Geoff Woolcott, Mike Mitchelmore, Susan Busatto, Jennifer Lai, Brent Davis

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)

    Abstract

    As part of the Connecting Mathematics Learning through Spatial Reasoning project, a Spatial Reasoning Mathematics Program (SRMP) intervention was implemented with one cohort of 30 students in grades 3 through 4. The SRMP embedded transformation skills in learning sequences comprising repeating and growing patterns, 2D and 3D relationships, structuring area and perimeter, directionality and perspective-taking. Analysis indicated a significantly better gain by the experimental group on the PASA-2 measure of awareness of pattern and structure and on the PASA-Sp assessment of spatial ability at the post- SRMP period. However, there were no significant differences found between groups on the PATMaths4 test of mathematics achievement. Qualitative analy- ses indicated that students demonstrated the development of complex spatial concepts well beyond curriculum expectations. The SRMP highlighted the important role of patterning and spatial structuring in the formation and repre- sentation of spatial concepts.
    Original languageEnglish
    Pages (from-to)285-305
    Number of pages21
    JournalMathematics Education Research Journal
    Volume32
    Issue number2
    Early online date22 May 2020
    DOIs
    Publication statusPublished - Jun 2020

    Keywords

    • mathematics education
    • spatial reasoning
    • intervention
    • primary school
    • assessment

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