Why Spatial Reasoning Is Crucial For Early Math Education
Five Compelling Reasons For Teaching Spatial Reasoning To Young Children
How Teaching Spatial Skills Could Be Part of a School’s Strategic Plan
Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?
15 Picture Books That Support Children’s Spatial Skills Development
Steps to Help Foster a Preschooler's Spatial Reasoning Skills
Why We Need To Value Students' Spatial Creativity
Can Playing Video Games Give Girls an Edge In Math?
How Thinking in 3D Can Improve Math and Science Skills
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She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. 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Her teacher training program hadn’t mentioned these skills, and yet at a professional development session for math teachers a group of researchers from the University of Toronto explained the \u003ca href=\"http://tmerc.ca/publications/#m4yc\">large body of research\u003c/a> that ties spatial reasoning skills to future success in math and reading. The National Council of Teachers of Mathematics (NCTM) \u003ca href=\"http://www.nctm.org/Publications/teaching-children-mathematics/2006/Vol13/Issue3/Curriculum-Focal-Points-for-Pre-K%E2%80%93Grade-8-Mathematics_-A-Quest-for-Coherence/\">recommends \u003c/a>that spatial reasoning should be a large focus of preK - 8th grade math education.\u003c/p>\n\u003cp>“At first we had no idea what it meant,” Thomson said, but as the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/20/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children/\">researchers explained cognitive science studies\u003c/a> showing the power of spatial reasoning in the early grades they were gradually convinced that it was worth trying. Early elementary teachers like Thomson in select Rainy River District schools began using \u003ca href=\"http://www.mathforyoungchildren.ca/\">Math For Young Children\u003c/a> lessons designed by the researchers.\u003c/p>\n\u003cfigure id=\"attachment_47320\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47320 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/symmetry-e1484178973775-1020x1360.jpg\" alt=\"Students in Cristol Bailey's early years class show off their symmetry.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students in Cristol Bailey's early years class show off their symmetry. \u003ccite>(Cristol Bailey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lessons focus on specific spatial reasoning skills like mental rotation, visual spatial reasoning, and spatial vocabulary all done in a playful, exploratory style that is developmentally appropriate for students ages four to eight.\u003c/p>\n\u003cp>“On day one of our professional development, we would work with kids and directly show how these ideas play out in classrooms or with kids,” said Zachary Hawes, a doctoral candidate in the \u003ca href=\"http://www.numericalcognition.org/\">Numerical Cognition Laboratory\u003c/a> at the University of Western Ontario. He is one of the Math For Young Children researchers along with Joan Moss, \u003ca href=\"https://www.trentu.ca/education/faculty-and-research/dean\" target=\"_blank\">Cathy Bruce\u003c/a>, Bev Caswell, and Tara Flynn. Since 2011, these researchers led by Moss and Bruce have been conducting research at several sites around Ontario. They felt including students in the professional development trainings would help give teachers a chance to see the lessons in action and help them imagine how they could bring them back to their classrooms.*\u003c/p>\n\u003cp>“We would take those lessons and games and think about what else we could do with these. How could we extend it, what could we try?” Thomson said. She and her colleagues would take the lessons researchers developed in a lab and try them out in their classrooms, returning to the next professional learning session with feedback and examples of how they’d modified or extended activities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Everything is supposed to be exploratory and it comes from the kids,” Thomson said. She noted they particularly love pattern blocks, which are like puzzles to them and tend to calm them down. She doesn’t ever lecture her students on how to use the spatial reasoning tools, but rather sets kids a challenge and lets them figure out how to put the blocks together. Often she’ll lead them in one group activity and then leave the materials out around the room so kids can play with them during free time as well.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=vHbpq8rnrk8\u003c/p>\n\u003cp>A favorite lesson is the “magic key” activity where she puts on a witch hat and explains to her kindergarteners that a witch has hidden a treasure behind a door, casting a spell to lock it. She then gives them a set of \u003ca href=\"https://en.wikipedia.org/wiki/Pentomino\">pentominoes\u003c/a> which contains five squares, and tells students their job is to find as many ways to combine the squares with one full side touching as they can. The more combinations they find the better their chances are of locating the key.\u003c/p>\n\u003cp>“They discover within the half hour that there are 12 of these keys and we can’t make more,” Thomson said. As she and her colleagues experimented with spatial reasoning activities like this one, they were consistently amazed at how much more young students could do than they expected. And because the activities largely deal with manipulating shapes, practicing mental rotations and talking about positional language, kids who struggle with more traditional numeracy exercises were shining.\u003c/p>\n\u003cp>“We started making sure we labeled this as math,” Thomson said. Before, kids thought math was just numbers, but when she worked to broaden the definition to include spatial reasoning tasks and toys they suddenly started to really enjoy math time, often choosing to play with materials during choice time.\u003c/p>\n\u003cp>Thomson said she was so impressed with the results she was getting that she focused almost exclusively on spatial reasoning, neglecting other kindergarten concepts like patterning and numeracy. That made her a little nervous, so she was surprised and delighted when her students still performed well on those more traditional math concepts by the end of the year. That direct experience of success validated the research the Math For Young Children team presented.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JnIR_GwoHtY\u003c/p>\n\u003cp>“It was good for me to see how important it was,” Thomson said. She’s now pulling the spatial reasoning tasks in more, connecting numeracy concepts like the number line to spatial and geometry concepts. She’s has students use blocks on number lines to help them understand the concept of magnitude, for example.\u003c/p>\n\u003cp>Cristol Bailey also began using spatial reasoning in her classes several years ago. At that time she taught at a rural school with a high First Nations population. Bailey taught special education, but many of the students were underachieving even without that categorization. She says she was skeptical of spatial reasoning, but it was a “seeing is believing situation” for her.\u003c/p>\n\u003cp>“The lower achieving kids had such a high degree of success with these activities and showed strengths that more standardized number sense lesson plans would never have brought out,” Bailey said. “For them to be successful in math -- and successful to the degree they were -- was mind boggling.”\u003c/p>\n\u003cp>She began to see her entire math program through a spatial and geometry lens. Even when students were doing number sense activities she would encourage them to gesture with their hands or visualize the number line. She found often kids didn’t have the language to describe spatial positioning, but as they used their hands to gesture they began to find the words.\u003c/p>\n\u003cfigure id=\"attachment_47323\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-47323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/3D-number-line-1020x680.jpg\" alt=\"Student plays with a three-dimensional number line.\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Student plays with a three-dimensional number line. \u003ccite>(Zach Pedersen/Robertson Program)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We went into it with a sort of learning trajectory in mind and most of the time they far surpassed what we thought they’d be capable of,” Bailey said. She now teaches Grade 2 students, most of whom have had spatial reasoning lessons since kindergarten. They’ve mastered many of the tasks, but she still finds more difficult ones to grow their skills. One favorite is the “hole punch symmetry challenge,” in which students imagine punching a hole in a folded up piece of paper. As the paper unfolds, where will the holes be?\u003c/p>\n\u003cp>“It is my struggling paper and pencil kids who nailed it right off the bat, which was really surprising and great because I was not expecting that,” she said.\u003c/p>\n\u003cp>In Ontario, students take an important standardized test in Grade 3 called the \u003ca href=\"http://www.eqao.com/en\">EQAO\u003c/a> that determines whether they are on grade level. That means that even in Grade 2 there’s pressure to cover a broad array of topics and anxiety that kids won’t be ready. Teachers go over diagnostic data at divisional meetings, creating lessons to target concepts and skills that students haven’t mastered. Bailey has noticed that students often struggle with tasks that involve spatial sense, a further indicator to her that spatial reasoning should be the norm in every early elementary classroom.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=jNCCW7pyMww\u003c/p>\n\u003cp>While she still uses spatial reasoning in her Grade 2 classroom, Bailey admits that without the support of colleagues working to adapt the materials to this grade level it’s more of a challenge. She thinks her experience with the Math For Young Children team and curriculum has changed her teaching forever, but wishes it was more of a priority even as kids get older. Perhaps just as important, the experience of working with math researchers and colleagues to refine lessons has her thinking about going back to school for another degree on how to better teach math.\u003c/p>\n\u003cp>\u003cstrong>MATH FOR YOUNG CHILDREN\u003c/strong>\u003c/p>\n\u003cp>There’s a well-known rift between those who believe the only type of developmentally appropriate early childhood education is a play-based one, and those concerned that relying solely on any learning that comes out of play could put students coming from impoverished backgrounds at a disadvantage. Research has shown that students from lower socioeconomic groups enter school with significantly less mathematical knowledge, and it is difficult to overcome that gap without intentional mathematics programming. But, at the same time, traditional teacher-led instruction often isn’t developmentally appropriate for five-year-olds.\u003c/p>\n\u003cp>“This project started as a way to show young children engaged in rigorous mathematics in ways that were play,” said Joan Moss, Associate Professor Emerita at the University of Toronto’s \u003ca href=\"http://www.oise.utoronto.ca/oise/Home/index.html\">Ontario Institute for Studies in Education\u003c/a>. She stresses that while math learning doesn’t only emerge from play, as some insist, the activities are still developmentally appropriate because they are presented playfully; students have lots of choice, there are many entry points, and while there are right answers, teachers build a culture in which getting a wrong answer isn’t bad.\u003c/p>\n\u003cfigure id=\"attachment_47324\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47324 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/drawing-3d-shape-1020x1360.jpg\" alt=\"Student draws a 3D shape.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-520x693.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Student draws a 3D shape. \u003ccite>(Bev Caswell/Robertson Program)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the “quick image activity” the teacher flashes a complex pattern made out of pattern blocks. Students see it for a very brief time and then try to recreate it themselves. After working for a bit they get to see the original image again and make fixes to their original attempts. Hawes and Moss say a lot of learning happens in the fixing.\u003c/p>\n\u003cp>In addition to demonstrating that well-trained teachers can teach math concepts in developmentally appropriate and playful ways, the Math For Young Children project has been an experiment in a more collaborative type of professional development. The university researchers are working alongside classroom teachers to fine tune lessons and evaluate how well they work. The Rainy River School Board teachers who were the first participants kept logs of when they used spatial reasoning activities, how long they took, and the tweaks they made. They brought feedback from the classroom back to researchers, and used a lesson study approach to improving the lessons together.\u003c/p>\n\u003cp>Joan Moss says this collaborative model of professional development, featuring teachers working alongside researchers to build quality activities grounded in research and classroom practice has been thrilling and a huge part of the program’s success. Teachers agree: “To be able to get together with people with that much math knowledge, it was an amazing experience,” Cristol Bailey said.\u003c/p>\n\u003cp>“It changed my teaching in the fact that I think of myself as a teacher-researcher, as they call us,” Thomson added. She now approaches every classroom activity as a mini experiment, tweaking and adjusting along the way. “I’m a lot more reflective in what I’m doing and what I put out there. It’s a neat lens to look through.”\u003c/p>\n\u003cp>The University of Toronto team \u003ca href=\"http://link.springer.com/article/10.1007/s11858-014-0637-4\">evaluated\u003c/a> the Math For Young Children program as it was being implemented in the Rainy River schools. Since teachers of the experimental group were engaged in inquiry-based professional development with researchers around spatial reasoning, the control group’s teachers also had interaction with researchers on a different topic. This was meant to make the groups more similar in exposure, but with different focuses.\u003c/p>\n\u003cp>After the first year, students in the experimental group made \u003ca href=\"http://link.springer.com/article/10.1007/s11858-014-0637-4\">significant gains on assessments \u003c/a>of geometry, spatial reasoning and numerical skills compared to the control group. In the second year, researchers decided to test students on the KeyMath measures, which are used to assess school-based mathematical concepts and skills. Students in the experimental group showed significant gains on those more traditional measures as well (a paper with these findings will soon be published in \u003ca href=\"http://www.tandfonline.com/toc/hcgi20/current\">Cognition and Instruction\u003c/a>). The first class of students will take the EQAO this year, and researchers hope they will show increased learning over peers in the rest of the province.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Ontario Ministry of Education is interested in spreading the spatial reasoning work that the researchers started. Hawes and Flynn wrote a document titled \u003ca href=\"http://www.edu.gov.on.ca/eng/literacynumeracy/LNSPayingAttention.pdf\">\"Paying Attention to Spatial Reasoning\"\u003c/a> that the ministry distributed to educators across the district.** Individual school boards are also showing interest in training and implementation.\u003cbr>\n\u003cem>\u003cbr>\n*The article has been updated to note that Cathy Bruce helped lead the Math For Young Children research, which is taking place in several locations around Ontario.\u003cbr>\n**The article has been updated to include Tara Flynn’s contribution to the document. We regret these errors.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Activities focused on spatial reasoning skills like mental rotation and visualization help create a foundation for future math and science learning, but are often neglected in classrooms.","status":"publish","parent":0,"modified":1518220796,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":2168},"headData":{"title":"Why Spatial Reasoning Is Crucial For Early Math Education | KQED","description":"Activities focused on spatial reasoning skills like mental rotation and visualization help create a foundation for future math and science learning, but are often neglected in classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47269 http://ww2.kqed.org/mindshift/?p=47269","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/29/why-spatial-reasoning-is-crucial-for-early-math-education/","disqusTitle":"Why Spatial Reasoning Is Crucial For Early Math Education","path":"/mindshift/47269/why-spatial-reasoning-is-crucial-for-early-math-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Nicole Thomson first heard about the importance of teaching spatial reasoning and geometry in her kindergarten math curriculum she had already been teaching for several years. Her teacher training program hadn’t mentioned these skills, and yet at a professional development session for math teachers a group of researchers from the University of Toronto explained the \u003ca href=\"http://tmerc.ca/publications/#m4yc\">large body of research\u003c/a> that ties spatial reasoning skills to future success in math and reading. The National Council of Teachers of Mathematics (NCTM) \u003ca href=\"http://www.nctm.org/Publications/teaching-children-mathematics/2006/Vol13/Issue3/Curriculum-Focal-Points-for-Pre-K%E2%80%93Grade-8-Mathematics_-A-Quest-for-Coherence/\">recommends \u003c/a>that spatial reasoning should be a large focus of preK - 8th grade math education.\u003c/p>\n\u003cp>“At first we had no idea what it meant,” Thomson said, but as the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/20/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children/\">researchers explained cognitive science studies\u003c/a> showing the power of spatial reasoning in the early grades they were gradually convinced that it was worth trying. Early elementary teachers like Thomson in select Rainy River District schools began using \u003ca href=\"http://www.mathforyoungchildren.ca/\">Math For Young Children\u003c/a> lessons designed by the researchers.\u003c/p>\n\u003cfigure id=\"attachment_47320\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47320 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/symmetry-e1484178973775-1020x1360.jpg\" alt=\"Students in Cristol Bailey's early years class show off their symmetry.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/symmetry-e1484178973775-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students in Cristol Bailey's early years class show off their symmetry. \u003ccite>(Cristol Bailey)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lessons focus on specific spatial reasoning skills like mental rotation, visual spatial reasoning, and spatial vocabulary all done in a playful, exploratory style that is developmentally appropriate for students ages four to eight.\u003c/p>\n\u003cp>“On day one of our professional development, we would work with kids and directly show how these ideas play out in classrooms or with kids,” said Zachary Hawes, a doctoral candidate in the \u003ca href=\"http://www.numericalcognition.org/\">Numerical Cognition Laboratory\u003c/a> at the University of Western Ontario. He is one of the Math For Young Children researchers along with Joan Moss, \u003ca href=\"https://www.trentu.ca/education/faculty-and-research/dean\" target=\"_blank\">Cathy Bruce\u003c/a>, Bev Caswell, and Tara Flynn. Since 2011, these researchers led by Moss and Bruce have been conducting research at several sites around Ontario. They felt including students in the professional development trainings would help give teachers a chance to see the lessons in action and help them imagine how they could bring them back to their classrooms.*\u003c/p>\n\u003cp>“We would take those lessons and games and think about what else we could do with these. How could we extend it, what could we try?” Thomson said. She and her colleagues would take the lessons researchers developed in a lab and try them out in their classrooms, returning to the next professional learning session with feedback and examples of how they’d modified or extended activities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Everything is supposed to be exploratory and it comes from the kids,” Thomson said. She noted they particularly love pattern blocks, which are like puzzles to them and tend to calm them down. She doesn’t ever lecture her students on how to use the spatial reasoning tools, but rather sets kids a challenge and lets them figure out how to put the blocks together. Often she’ll lead them in one group activity and then leave the materials out around the room so kids can play with them during free time as well.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/vHbpq8rnrk8'\n title='//www.youtube.com/embed/vHbpq8rnrk8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>A favorite lesson is the “magic key” activity where she puts on a witch hat and explains to her kindergarteners that a witch has hidden a treasure behind a door, casting a spell to lock it. She then gives them a set of \u003ca href=\"https://en.wikipedia.org/wiki/Pentomino\">pentominoes\u003c/a> which contains five squares, and tells students their job is to find as many ways to combine the squares with one full side touching as they can. The more combinations they find the better their chances are of locating the key.\u003c/p>\n\u003cp>“They discover within the half hour that there are 12 of these keys and we can’t make more,” Thomson said. As she and her colleagues experimented with spatial reasoning activities like this one, they were consistently amazed at how much more young students could do than they expected. And because the activities largely deal with manipulating shapes, practicing mental rotations and talking about positional language, kids who struggle with more traditional numeracy exercises were shining.\u003c/p>\n\u003cp>“We started making sure we labeled this as math,” Thomson said. Before, kids thought math was just numbers, but when she worked to broaden the definition to include spatial reasoning tasks and toys they suddenly started to really enjoy math time, often choosing to play with materials during choice time.\u003c/p>\n\u003cp>Thomson said she was so impressed with the results she was getting that she focused almost exclusively on spatial reasoning, neglecting other kindergarten concepts like patterning and numeracy. That made her a little nervous, so she was surprised and delighted when her students still performed well on those more traditional math concepts by the end of the year. That direct experience of success validated the research the Math For Young Children team presented.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JnIR_GwoHtY'\n title='//www.youtube.com/embed/JnIR_GwoHtY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“It was good for me to see how important it was,” Thomson said. She’s now pulling the spatial reasoning tasks in more, connecting numeracy concepts like the number line to spatial and geometry concepts. She’s has students use blocks on number lines to help them understand the concept of magnitude, for example.\u003c/p>\n\u003cp>Cristol Bailey also began using spatial reasoning in her classes several years ago. At that time she taught at a rural school with a high First Nations population. Bailey taught special education, but many of the students were underachieving even without that categorization. She says she was skeptical of spatial reasoning, but it was a “seeing is believing situation” for her.\u003c/p>\n\u003cp>“The lower achieving kids had such a high degree of success with these activities and showed strengths that more standardized number sense lesson plans would never have brought out,” Bailey said. “For them to be successful in math -- and successful to the degree they were -- was mind boggling.”\u003c/p>\n\u003cp>She began to see her entire math program through a spatial and geometry lens. Even when students were doing number sense activities she would encourage them to gesture with their hands or visualize the number line. She found often kids didn’t have the language to describe spatial positioning, but as they used their hands to gesture they began to find the words.\u003c/p>\n\u003cfigure id=\"attachment_47323\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-47323\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/3D-number-line-1020x680.jpg\" alt=\"Student plays with a three-dimensional number line.\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-1180x786.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/3D-number-line-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Student plays with a three-dimensional number line. \u003ccite>(Zach Pedersen/Robertson Program)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We went into it with a sort of learning trajectory in mind and most of the time they far surpassed what we thought they’d be capable of,” Bailey said. She now teaches Grade 2 students, most of whom have had spatial reasoning lessons since kindergarten. They’ve mastered many of the tasks, but she still finds more difficult ones to grow their skills. One favorite is the “hole punch symmetry challenge,” in which students imagine punching a hole in a folded up piece of paper. As the paper unfolds, where will the holes be?\u003c/p>\n\u003cp>“It is my struggling paper and pencil kids who nailed it right off the bat, which was really surprising and great because I was not expecting that,” she said.\u003c/p>\n\u003cp>In Ontario, students take an important standardized test in Grade 3 called the \u003ca href=\"http://www.eqao.com/en\">EQAO\u003c/a> that determines whether they are on grade level. That means that even in Grade 2 there’s pressure to cover a broad array of topics and anxiety that kids won’t be ready. Teachers go over diagnostic data at divisional meetings, creating lessons to target concepts and skills that students haven’t mastered. Bailey has noticed that students often struggle with tasks that involve spatial sense, a further indicator to her that spatial reasoning should be the norm in every early elementary classroom.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/jNCCW7pyMww'\n title='//www.youtube.com/embed/jNCCW7pyMww'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>While she still uses spatial reasoning in her Grade 2 classroom, Bailey admits that without the support of colleagues working to adapt the materials to this grade level it’s more of a challenge. She thinks her experience with the Math For Young Children team and curriculum has changed her teaching forever, but wishes it was more of a priority even as kids get older. Perhaps just as important, the experience of working with math researchers and colleagues to refine lessons has her thinking about going back to school for another degree on how to better teach math.\u003c/p>\n\u003cp>\u003cstrong>MATH FOR YOUNG CHILDREN\u003c/strong>\u003c/p>\n\u003cp>There’s a well-known rift between those who believe the only type of developmentally appropriate early childhood education is a play-based one, and those concerned that relying solely on any learning that comes out of play could put students coming from impoverished backgrounds at a disadvantage. Research has shown that students from lower socioeconomic groups enter school with significantly less mathematical knowledge, and it is difficult to overcome that gap without intentional mathematics programming. But, at the same time, traditional teacher-led instruction often isn’t developmentally appropriate for five-year-olds.\u003c/p>\n\u003cp>“This project started as a way to show young children engaged in rigorous mathematics in ways that were play,” said Joan Moss, Associate Professor Emerita at the University of Toronto’s \u003ca href=\"http://www.oise.utoronto.ca/oise/Home/index.html\">Ontario Institute for Studies in Education\u003c/a>. She stresses that while math learning doesn’t only emerge from play, as some insist, the activities are still developmentally appropriate because they are presented playfully; students have lots of choice, there are many entry points, and while there are right answers, teachers build a culture in which getting a wrong answer isn’t bad.\u003c/p>\n\u003cfigure id=\"attachment_47324\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-47324 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/drawing-3d-shape-1020x1360.jpg\" alt=\"Student draws a 3D shape.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape-520x693.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/01/drawing-3d-shape.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Student draws a 3D shape. \u003ccite>(Bev Caswell/Robertson Program)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the “quick image activity” the teacher flashes a complex pattern made out of pattern blocks. Students see it for a very brief time and then try to recreate it themselves. After working for a bit they get to see the original image again and make fixes to their original attempts. Hawes and Moss say a lot of learning happens in the fixing.\u003c/p>\n\u003cp>In addition to demonstrating that well-trained teachers can teach math concepts in developmentally appropriate and playful ways, the Math For Young Children project has been an experiment in a more collaborative type of professional development. The university researchers are working alongside classroom teachers to fine tune lessons and evaluate how well they work. The Rainy River School Board teachers who were the first participants kept logs of when they used spatial reasoning activities, how long they took, and the tweaks they made. They brought feedback from the classroom back to researchers, and used a lesson study approach to improving the lessons together.\u003c/p>\n\u003cp>Joan Moss says this collaborative model of professional development, featuring teachers working alongside researchers to build quality activities grounded in research and classroom practice has been thrilling and a huge part of the program’s success. Teachers agree: “To be able to get together with people with that much math knowledge, it was an amazing experience,” Cristol Bailey said.\u003c/p>\n\u003cp>“It changed my teaching in the fact that I think of myself as a teacher-researcher, as they call us,” Thomson added. She now approaches every classroom activity as a mini experiment, tweaking and adjusting along the way. “I’m a lot more reflective in what I’m doing and what I put out there. It’s a neat lens to look through.”\u003c/p>\n\u003cp>The University of Toronto team \u003ca href=\"http://link.springer.com/article/10.1007/s11858-014-0637-4\">evaluated\u003c/a> the Math For Young Children program as it was being implemented in the Rainy River schools. Since teachers of the experimental group were engaged in inquiry-based professional development with researchers around spatial reasoning, the control group’s teachers also had interaction with researchers on a different topic. This was meant to make the groups more similar in exposure, but with different focuses.\u003c/p>\n\u003cp>After the first year, students in the experimental group made \u003ca href=\"http://link.springer.com/article/10.1007/s11858-014-0637-4\">significant gains on assessments \u003c/a>of geometry, spatial reasoning and numerical skills compared to the control group. In the second year, researchers decided to test students on the KeyMath measures, which are used to assess school-based mathematical concepts and skills. Students in the experimental group showed significant gains on those more traditional measures as well (a paper with these findings will soon be published in \u003ca href=\"http://www.tandfonline.com/toc/hcgi20/current\">Cognition and Instruction\u003c/a>). The first class of students will take the EQAO this year, and researchers hope they will show increased learning over peers in the rest of the province.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Ontario Ministry of Education is interested in spreading the spatial reasoning work that the researchers started. Hawes and Flynn wrote a document titled \u003ca href=\"http://www.edu.gov.on.ca/eng/literacynumeracy/LNSPayingAttention.pdf\">\"Paying Attention to Spatial Reasoning\"\u003c/a> that the ministry distributed to educators across the district.** Individual school boards are also showing interest in training and implementation.\u003cbr>\n\u003cem>\u003cbr>\n*The article has been updated to note that Cathy Bruce helped lead the Math For Young Children research, which is taking place in several locations around Ontario.\u003cbr>\n**The article has been updated to include Tara Flynn’s contribution to the document. We regret these errors.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47269/why-spatial-reasoning-is-crucial-for-early-math-education","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_790","mindshift_392","mindshift_152","mindshift_20530"],"featImg":"mindshift_47319","label":"mindshift"},"mindshift_47301":{"type":"posts","id":"mindshift_47301","meta":{"index":"posts_1591205157","site":"mindshift","id":"47301","score":null,"sort":[1484903187000]},"guestAuthors":[],"slug":"five-compelling-reasons-to-teach-spatial-reasoning-to-young-children","title":"Five Compelling Reasons For Teaching Spatial Reasoning To Young Children","publishDate":1484903187,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://www.pearsoncanadaschool.com/index.cfm?locator=PS2uLd\">Taking Shape: Activities to Develop Geometric and Spatial Thinking\u003c/a>\" by Joan Moss, Catherine D. Bruce, Bev Caswell, Tara Flynn, and Zachary Hawes. Published by Pearson Canada Inc., 2016, pp. 13–16. Reprinted with permission by Pearson Canada Inc.\u003c/em>\u003cbr>\n\u003cstrong>\u003cbr>\nBy Joan Moss, Catherine D. Bruce, Bev Caswell, Tara Flynn, and Zachary Hawes\u003c/strong>\u003c/p>\n\u003cp>Our journey began when we conducted an extensive literature review at the outset of the project (Bruce, Flynn, & Moss, 2012) and learned about the crucial importance of spatial reasoning. This theme was consistent across many research disciplines, including biology, cognitive sciences, psychology, developmental sciences, education, as well as educational neuroscience—an emerging transdisciplinary field which sits at the intersection of these other disciplines and aims for a collaborative approach in which educational theory and practice are informed by new findings in the cognitive sciences, and vice versa (Fisher, 2009). We also learned—and have experienced in our careers as mathematics educators and researchers—that spatial reasoning is a curiously unacknowledged and neglected area of the curriculum. During our involvement with the M4YC project, we have become more and more convinced of reasons why we should pay attention to spatial reasoning in early years mathematics. Below we offer our Top Five reasons why, as educators, we should care about spatial thinking when we plan, observe, and assess mathematics in our classrooms.\u003c/p>\n\u003cp>\u003cstrong>1. Spatial reasoning and mathematical thinking are intimately linked.\u003c/strong>\u003c/p>\n\u003cp>There are numerous research studies that demonstrate the relationship between spatial reasoning and what we typically think of as mathematical ability. For example, one research study found that the quality of block play at four years of age was a predictor of high school mathematics achievement (Wolfgang et al., 2001). Another study found a relationship between young children’s construction skills (such as playing with jigsaw puzzles and blocks) and strong number sense and success in solving mathematical word problems (Nath & Szücs, 2014). In fact, as Mix and Cheng (2012) report, “The relation between spatial ability and mathematics is so well established that it no longer makes sense to ask whether they are related” (p. 206). Researchers have underlined that the link between spatial reasoning and math is so strong that it is “almost as if they are one and the same thing” (Dehaene, 1997, p. 125). Reflecting on the strength of this relationship, others have noted that “spatial instruction will have a two-for-one effect” that yields benefits in mathematics as well as the spatial domain (Verdine, Golinkoff, Hirsh-Pasek, & Newcombe, 2013, p. 13). Of course, the practices of mathematicians also benefit from spatial reasoning; many mathematicians stress that their work relies strongly on visual and spatial representations and forms of understanding (Whiteley, Sinclair, & Davis, 2015).\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.ca/Taking-Shape-Activities-Geometric-Thinking/dp/0134153499\">\u003cimg class=\"alignright wp-image-47302 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/taking-shape-e1483996684549.jpg\" alt=\"taking-shape\" width=\"250\" height=\"328\">\u003c/a>We can see how the various strands of mathematics are inherently spatial. Think about what happens when we compare the area of two polygons, such as a rhombus and a rectangle. To be successful, we can draw on spatial strategies such as composition and decomposition of 2D shapes, mental rotation, and visualization. In fact, research shows that spatial reasoning is linked to performance within many strands of mathematics including: basic magnitude and counting skills (Thompson, Nuerk, Moeller, & Cohen Kadosh, 2013), mental arithmetic (Kyttälä & Lehto, 2008), word problems (Hegarty & Kozhevnikov, 1999), algebra (Tolar, Lederberg, & Fletcher, 2009), calculus (Sorby, Casey, Veurink, & Dulaney, 2013), and advanced mathematics (Wei, Yuan, Chen, & Zhou, 2012).\u003cbr>\nIn one of the first studies of its kind to show specific links between spatial and mathematical skills, Cheng and Mix (2013) assessed children in both spatial and math skills. Children were randomly assigned to one of two groups: one group engaged in spatial training involving mental rotations, and the other group spent the equivalent amount of time working on crossword puzzles. Both groups of children completed pre- and post-tests involving a range of math and spatial skills. Children in the spatial training group outperformed those in the crossword puzzle group, demonstrating significant improvements in their calculation skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In another study, Verdine, Irwin, Golinkoff, and Hirsh-Pasek (2014) found that a child’s spatial skill at age three was a reliable predictor of the child’s grasp of number concepts such as more, less, equal, and second, as well as overall number knowledge skills. Taken together, research suggests that spatial instruction offers a potentially powerful means of supporting children’s mathematical thinking and learning.\u003cbr>\n\u003cstrong>\u003cbr>\n2. Spatial reasoning can be improved. Education matters!\u003c/strong>\u003c/p>\n\u003cp>Spatial reasoning is malleable; that is, it can be improved. Spatial reasoning is not a biologically determined cognitive trait as was once thought to be the case. A recent meta-analysis of 217 studies, representing more than two decades of research on spatial training, found that a variety of activities improve spatial reasoning across all age groups (Uttal et al., 2013). Not only did the authors find that spatial training led to improvements on spatial tasks closely related to the training task, but improvements were also seen on other types of tasks that were not part of the training. More research is needed to discover how and why this is the case. In the meantime, the finding that spatial ability can be improved at any age has massive implications for educators, particularly given that spatial reasoning is proving to be an important domain with strong connections to mathematical achievement.\u003c/p>\n\u003cp>\u003cstrong>3. Spatial thinking is an important predictor of achievement in STEM careers.\u003c/strong>\u003c/p>\n\u003cp>Research shows that spatial thinking is an important predictor of achievement in the STEM disciplines—science, technology, engineering, and mathematics (Wai, Lubinski, & Benbow, 2009). Sometimes these are called “STEAM” to reflect the inclusion of the arts. In addition, recent research indicates that early attention to developing children’s spatial thinking increases achievement in math and science and can promote skill and interest in future careers in STEM disciplines (Newcombe, 2010). Currently, many countries are concerned by the low numbers of post-secondary students, particularly female students, entering these disciplines. For example, a 2013 report found that fewer than 50 percent of Canadian secondary school students were graduating with senior-level STEM credits, while 70 percent of the highest-paying jobs require expertise in these disciplines (Let’s Talk Science [with Amgen Canada Inc.], 2013).\u003c/p>\n\u003cp>Geometry spans mathematics and science and plays a central role in disciplines such as surveying, astronomy, chemistry and physics, biology, geography and geology, art and architecture (Wai, Lubinski, & Benbow, 2009).\u003cbr>\n\u003cstrong>\u003cbr>\n4. Spatial reasoning is currently an underserved area of mathematics instruction.\u003c/strong>\u003c/p>\n\u003cp>The National Council of Teachers of Mathematics recommends that at least 50 percent of mathematics instruction focus on spatial reasoning (National Council of Teachers of Mathematics [NCTM], 2006, 2010). Despite calls to bring geometry and spatial thinking to the forefront of early math curricula, local and international studies reveal that geometry and spatial sense receive the least amount of attention in early years math (Bruce, Flynn, & Moss, 2012; Sarama & Clements, 2009a), making it an underserved area of mathematics instruction. Spatial thinking is important in many areas of mathematics and beyond; most subjects in school—art, geography, science, language, and physical education to name a few—rely on at least some aspects of spatial thinking. Yet spatial reasoning itself is rarely, if ever, paid explicit attention. The National Research Council (2006) has highlighted this as a “major blind spot” in education and calls on educators and researchers to pay attention to spatial reasoning. Otherwise, the Council warns, spatial reasoning “will remain locked in a curious educational twilight zone: extensively relied on across the K–12 curriculum but not explicitly and systematically instructed in any part of the curriculum” (p. 7). Geometry and spatial reasoning in the early years typically focus on having children label and sort shapes (Clements, 2004), yet cognitive science and educational research, including the M4YC research, shows us that young children are capable of—and interested in—more dynamic and complex spatial thinking.\u003c/p>\n\u003cp>\u003cstrong>5. Spatial reasoning provides multiple entry points and equitable access to mathematics.\u003c/strong>\u003c/p>\n\u003cp>Many educators in our research classrooms have found that a focus on spatial reasoning provides multiple entry points for children to explore mathematics in an accessible and inclusive way. In fact, many educators have reported to us that, through using the activities that now appear in this book, they have been able to see their students in a new light. This, in turn, gives children the opportunity to participate in the mathematics and to contribute to mathematical discussions in the classroom, building their identities as mathematicians. For example, educators have found that some children who may be struggling in the area of number sense may excel in the area of spatial reasoning. For most children, a spatial approach enhances their developing sense of number. According to Baroody, Lai, and Mix (2006), “Most individual differences [in math ability] are probably due to the lack of opportunity” (p. 200). When we focus on spatial reasoning, we highlight and invite the diverse strengths that children bring to school (Flynn and Hawes, 2014).\u003c/p>\n\u003cp>\u003cem>Joan Moss is an Associate Professor in the Department of Applied Psychology and Human Development at the Dr. Eric Jackman Institute of Child Study at the Ontario Institute for Studies in Education of the University of Toronto.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Catherine D. Bruce is a Professor and Dean of the School of Education and Professional Learning and Director of the Centre for Teaching and Learning at Trent University.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bev Caswell is the Director of the Robertson Program for Inquiry-Based Teaching in Mathematics and Science at the Dr. Eric Jackman Institute of Child Study and Assistant Professor, Teaching Stream at the Ontario Institute for Studies in Education of the University of Toronto.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tara Flynn is an educator, author, and editor, and Project Manager and Research Officer for Dr. Cathy Bruce at the Trent University School of Education and Professional Learning.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Zachary Hawes is a Ph.D. candidate in the Numerical Cognition Laboratory at the University of Western Ontario. Prior to this, he completed his M.A. and teacher training at the University of Toronto’s Dr. Eric Jackman Institute of Child Study.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Research spanning several cognitive science disciplines shows a strong connection between early spatial reasoning training and future academic success.","status":"publish","parent":0,"modified":1484944778,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1734},"headData":{"title":"Five Compelling Reasons For Teaching Spatial Reasoning To Young Children | KQED","description":"Research spanning several cognitive science disciplines shows a strong connection between early spatial reasoning training and future academic success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47301 http://ww2.kqed.org/mindshift/?p=47301","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/20/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children/","disqusTitle":"Five Compelling Reasons For Teaching Spatial Reasoning To Young Children","path":"/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://www.pearsoncanadaschool.com/index.cfm?locator=PS2uLd\">Taking Shape: Activities to Develop Geometric and Spatial Thinking\u003c/a>\" by Joan Moss, Catherine D. Bruce, Bev Caswell, Tara Flynn, and Zachary Hawes. Published by Pearson Canada Inc., 2016, pp. 13–16. Reprinted with permission by Pearson Canada Inc.\u003c/em>\u003cbr>\n\u003cstrong>\u003cbr>\nBy Joan Moss, Catherine D. Bruce, Bev Caswell, Tara Flynn, and Zachary Hawes\u003c/strong>\u003c/p>\n\u003cp>Our journey began when we conducted an extensive literature review at the outset of the project (Bruce, Flynn, & Moss, 2012) and learned about the crucial importance of spatial reasoning. This theme was consistent across many research disciplines, including biology, cognitive sciences, psychology, developmental sciences, education, as well as educational neuroscience—an emerging transdisciplinary field which sits at the intersection of these other disciplines and aims for a collaborative approach in which educational theory and practice are informed by new findings in the cognitive sciences, and vice versa (Fisher, 2009). We also learned—and have experienced in our careers as mathematics educators and researchers—that spatial reasoning is a curiously unacknowledged and neglected area of the curriculum. During our involvement with the M4YC project, we have become more and more convinced of reasons why we should pay attention to spatial reasoning in early years mathematics. Below we offer our Top Five reasons why, as educators, we should care about spatial thinking when we plan, observe, and assess mathematics in our classrooms.\u003c/p>\n\u003cp>\u003cstrong>1. Spatial reasoning and mathematical thinking are intimately linked.\u003c/strong>\u003c/p>\n\u003cp>There are numerous research studies that demonstrate the relationship between spatial reasoning and what we typically think of as mathematical ability. For example, one research study found that the quality of block play at four years of age was a predictor of high school mathematics achievement (Wolfgang et al., 2001). Another study found a relationship between young children’s construction skills (such as playing with jigsaw puzzles and blocks) and strong number sense and success in solving mathematical word problems (Nath & Szücs, 2014). In fact, as Mix and Cheng (2012) report, “The relation between spatial ability and mathematics is so well established that it no longer makes sense to ask whether they are related” (p. 206). Researchers have underlined that the link between spatial reasoning and math is so strong that it is “almost as if they are one and the same thing” (Dehaene, 1997, p. 125). Reflecting on the strength of this relationship, others have noted that “spatial instruction will have a two-for-one effect” that yields benefits in mathematics as well as the spatial domain (Verdine, Golinkoff, Hirsh-Pasek, & Newcombe, 2013, p. 13). Of course, the practices of mathematicians also benefit from spatial reasoning; many mathematicians stress that their work relies strongly on visual and spatial representations and forms of understanding (Whiteley, Sinclair, & Davis, 2015).\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.ca/Taking-Shape-Activities-Geometric-Thinking/dp/0134153499\">\u003cimg class=\"alignright wp-image-47302 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/01/taking-shape-e1483996684549.jpg\" alt=\"taking-shape\" width=\"250\" height=\"328\">\u003c/a>We can see how the various strands of mathematics are inherently spatial. Think about what happens when we compare the area of two polygons, such as a rhombus and a rectangle. To be successful, we can draw on spatial strategies such as composition and decomposition of 2D shapes, mental rotation, and visualization. In fact, research shows that spatial reasoning is linked to performance within many strands of mathematics including: basic magnitude and counting skills (Thompson, Nuerk, Moeller, & Cohen Kadosh, 2013), mental arithmetic (Kyttälä & Lehto, 2008), word problems (Hegarty & Kozhevnikov, 1999), algebra (Tolar, Lederberg, & Fletcher, 2009), calculus (Sorby, Casey, Veurink, & Dulaney, 2013), and advanced mathematics (Wei, Yuan, Chen, & Zhou, 2012).\u003cbr>\nIn one of the first studies of its kind to show specific links between spatial and mathematical skills, Cheng and Mix (2013) assessed children in both spatial and math skills. Children were randomly assigned to one of two groups: one group engaged in spatial training involving mental rotations, and the other group spent the equivalent amount of time working on crossword puzzles. Both groups of children completed pre- and post-tests involving a range of math and spatial skills. Children in the spatial training group outperformed those in the crossword puzzle group, demonstrating significant improvements in their calculation skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In another study, Verdine, Irwin, Golinkoff, and Hirsh-Pasek (2014) found that a child’s spatial skill at age three was a reliable predictor of the child’s grasp of number concepts such as more, less, equal, and second, as well as overall number knowledge skills. Taken together, research suggests that spatial instruction offers a potentially powerful means of supporting children’s mathematical thinking and learning.\u003cbr>\n\u003cstrong>\u003cbr>\n2. Spatial reasoning can be improved. Education matters!\u003c/strong>\u003c/p>\n\u003cp>Spatial reasoning is malleable; that is, it can be improved. Spatial reasoning is not a biologically determined cognitive trait as was once thought to be the case. A recent meta-analysis of 217 studies, representing more than two decades of research on spatial training, found that a variety of activities improve spatial reasoning across all age groups (Uttal et al., 2013). Not only did the authors find that spatial training led to improvements on spatial tasks closely related to the training task, but improvements were also seen on other types of tasks that were not part of the training. More research is needed to discover how and why this is the case. In the meantime, the finding that spatial ability can be improved at any age has massive implications for educators, particularly given that spatial reasoning is proving to be an important domain with strong connections to mathematical achievement.\u003c/p>\n\u003cp>\u003cstrong>3. Spatial thinking is an important predictor of achievement in STEM careers.\u003c/strong>\u003c/p>\n\u003cp>Research shows that spatial thinking is an important predictor of achievement in the STEM disciplines—science, technology, engineering, and mathematics (Wai, Lubinski, & Benbow, 2009). Sometimes these are called “STEAM” to reflect the inclusion of the arts. In addition, recent research indicates that early attention to developing children’s spatial thinking increases achievement in math and science and can promote skill and interest in future careers in STEM disciplines (Newcombe, 2010). Currently, many countries are concerned by the low numbers of post-secondary students, particularly female students, entering these disciplines. For example, a 2013 report found that fewer than 50 percent of Canadian secondary school students were graduating with senior-level STEM credits, while 70 percent of the highest-paying jobs require expertise in these disciplines (Let’s Talk Science [with Amgen Canada Inc.], 2013).\u003c/p>\n\u003cp>Geometry spans mathematics and science and plays a central role in disciplines such as surveying, astronomy, chemistry and physics, biology, geography and geology, art and architecture (Wai, Lubinski, & Benbow, 2009).\u003cbr>\n\u003cstrong>\u003cbr>\n4. Spatial reasoning is currently an underserved area of mathematics instruction.\u003c/strong>\u003c/p>\n\u003cp>The National Council of Teachers of Mathematics recommends that at least 50 percent of mathematics instruction focus on spatial reasoning (National Council of Teachers of Mathematics [NCTM], 2006, 2010). Despite calls to bring geometry and spatial thinking to the forefront of early math curricula, local and international studies reveal that geometry and spatial sense receive the least amount of attention in early years math (Bruce, Flynn, & Moss, 2012; Sarama & Clements, 2009a), making it an underserved area of mathematics instruction. Spatial thinking is important in many areas of mathematics and beyond; most subjects in school—art, geography, science, language, and physical education to name a few—rely on at least some aspects of spatial thinking. Yet spatial reasoning itself is rarely, if ever, paid explicit attention. The National Research Council (2006) has highlighted this as a “major blind spot” in education and calls on educators and researchers to pay attention to spatial reasoning. Otherwise, the Council warns, spatial reasoning “will remain locked in a curious educational twilight zone: extensively relied on across the K–12 curriculum but not explicitly and systematically instructed in any part of the curriculum” (p. 7). Geometry and spatial reasoning in the early years typically focus on having children label and sort shapes (Clements, 2004), yet cognitive science and educational research, including the M4YC research, shows us that young children are capable of—and interested in—more dynamic and complex spatial thinking.\u003c/p>\n\u003cp>\u003cstrong>5. Spatial reasoning provides multiple entry points and equitable access to mathematics.\u003c/strong>\u003c/p>\n\u003cp>Many educators in our research classrooms have found that a focus on spatial reasoning provides multiple entry points for children to explore mathematics in an accessible and inclusive way. In fact, many educators have reported to us that, through using the activities that now appear in this book, they have been able to see their students in a new light. This, in turn, gives children the opportunity to participate in the mathematics and to contribute to mathematical discussions in the classroom, building their identities as mathematicians. For example, educators have found that some children who may be struggling in the area of number sense may excel in the area of spatial reasoning. For most children, a spatial approach enhances their developing sense of number. According to Baroody, Lai, and Mix (2006), “Most individual differences [in math ability] are probably due to the lack of opportunity” (p. 200). When we focus on spatial reasoning, we highlight and invite the diverse strengths that children bring to school (Flynn and Hawes, 2014).\u003c/p>\n\u003cp>\u003cem>Joan Moss is an Associate Professor in the Department of Applied Psychology and Human Development at the Dr. Eric Jackman Institute of Child Study at the Ontario Institute for Studies in Education of the University of Toronto.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Catherine D. Bruce is a Professor and Dean of the School of Education and Professional Learning and Director of the Centre for Teaching and Learning at Trent University.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bev Caswell is the Director of the Robertson Program for Inquiry-Based Teaching in Mathematics and Science at the Dr. Eric Jackman Institute of Child Study and Assistant Professor, Teaching Stream at the Ontario Institute for Studies in Education of the University of Toronto.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tara Flynn is an educator, author, and editor, and Project Manager and Research Officer for Dr. Cathy Bruce at the Trent University School of Education and Professional Learning.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Zachary Hawes is a Ph.D. candidate in the Numerical Cognition Laboratory at the University of Western Ontario. Prior to this, he completed his M.A. and teacher training at the University of Toronto’s Dr. Eric Jackman Institute of Child Study.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47301/five-compelling-reasons-to-teach-spatial-reasoning-to-young-children","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20720","mindshift_20784","mindshift_1040","mindshift_392","mindshift_20530"],"featImg":"mindshift_47330","label":"mindshift"},"mindshift_43827":{"type":"posts","id":"mindshift_43827","meta":{"index":"posts_1591205157","site":"mindshift","id":"43827","score":null,"sort":[1456217945000]},"guestAuthors":[],"slug":"how-teaching-spatial-skills-could-be-part-of-a-schools-strategic-plan","title":"How Teaching Spatial Skills Could Be Part of a School’s Strategic Plan","publishDate":1456217945,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Spatial skills don’t get a lot of attention in K-12 education, despite \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">research\u003c/a> pointing to the link between spatial reasoning and academic achievement, creativity and the arts. So when Linda Swarlis first happened upon the research for herself, she had a revelation.\u003c/p>\n\u003cp>“This was a game changer for me,” said Swarlis, director of information services at \u003ca href=\"http://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, a PreK-12 school in Ohio. “I had never heard of the impact of spatial ability on \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.1997.tb00278.x/abstract\">engineering\u003c/a> and \u003ca href=\"http://msutoday.msu.edu/news/2013/spatial-training-boosts-math-skills/\">mathematics\u003c/a> success.”\u003c/p>\n\u003cp>Swarlis then learned about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/%20http://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/\">Sheryl Sorby’s work\u003c/a> on retaining struggling female engineering college students by teaching them how to mentally manipulate objects and boost their visualization skills. But Swarlis wanted to engage students in spatial skills training before they got to college; she wanted to find ways to offer more spatial experiences to students at her school.\u003c/p>\n\u003cp>\u003cstrong>Getting Started\u003c/strong>\u003c/p>\n\u003cp>In 2007, Columbus School for Girls added “spatial skills development” to its new strategic plan, based on suggestions from Swarlis and a fellow administrator. “Change was not instantaneous,” Swarlis said, but supportive colleagues in each of the school’s divisions helped get the ball rolling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers started from a place of strength, weaving spatial activities and spatial language into their existing curriculum. The head of the lower school asked Swarlis to present the research to her faculty, with an emphasis on what can be practically accomplished. For example, the preschool and kindergarten children began to create maps of the campus, design and build 3-D treehouses and use geoboards. Teachers became more conscientious about their use of \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22010900\">spatial language\u003c/a> and began to encourage the girls to \u003ca href=\"http://psychology.uchicago.edu/people/faculty/levine/Ehrlich_et_al_2006.pdf\">gesture\u003c/a> as a tool for strengthening spatial reasoning.\u003c/p>\n\u003cfigure id=\"attachment_43841\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43841\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Lego-League-3.jpg\" alt=\"Students in the Columbus School for Girls Lego League during a competition. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in the Columbus School for Girls Lego League during a competition. \u003ccite>(Courtesy of Linda Swarlis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over time, their efforts have dramatically increased the cumulative opportunities for students to have rich spatial experiences. These days lower school students build with Legos, magnetic blocks, Kapla blocks and Goldiblox. Coding begins in first grade and robotics instruction begins in fourth grade. Middle school girls continue to play with blocks -- CSG has a successful Lego League team -- and they use digital design tools such the 3-D modeling software SketchUp. Middle and upper school students have a chance to engage in explicit spatial visualization training, the upper school has a thriving robotics team and teachers in every division have been using more maps.\u003c/p>\n\u003cp>\u003cstrong>Beyond Math and Science Classrooms\u003c/strong>\u003c/p>\n\u003cp>Swarlis said that many of the PE, drama and art teachers intuitively understood the importance of spatial reasoning -- and this initiative has prompted them to be a little more intentional in how they explain the concept to students.\u003c/p>\n\u003cp>Middle school drama teacher Liz Bishara engages seventh- and eighth-graders in a blocking project that requires them to notate actors’ locations while paying attention to audience sight lines. She said spatial reasoning is vital to theater because of the audience's perspective from every seat in the house. \"You need to understand angles and spacing -- and you also need to be able to rotate the stage in your head,” said Bishara.\u003c/p>\n\u003cp>In the last year, the art and science departments in the upper school have worked together to create three new offerings -- Principles of Engineering and Design, The Art of Design, and The Intersection of Art and Engineering. “I think spatial reasoning is something artists intrinsically have to work with, whether it is consciously done or not,\" said upper school art teacher Susan O’Connor. \"On a two-dimensional surface, it is all about creating the illusion that space exists . . . and in a three-dimensional work, spatial reasoning is taught via physically maneuvering the material through our physical space.”\u003c/p>\n\u003cp>Even the library has gotten on board, creating stations with Legos, knitting supplies, jigsaw puzzles and a chess set.\u003c/p>\n\u003cp>\u003cstrong>Spreading the Message\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">Sheryl Sorby\u003c/a>, an engineering professor and researcher, has worked with several schools on creating spatial skills initiatives. She said she often encounters resistance to adding spatial skills curriculum because of existing workloads and mandates around standardized tests. Educators begin to warm up when Sorby shares spatial skills research and tells them, \"a lot of times spatial skills aren’t directly on the test, but spatial skills will help you perform better on the test.”\u003c/p>\n\u003cp>At the Columbus School for Girls, Swarlis said that as a first step, administrators need to help bridge the skills gap. \"Many teachers will need step-by-step support on how to introduce spatial skills into their curriculum,” she said.\u003c/p>\n\u003cp>She recommends starting with simple, low-cost interventions, such as encouraging teachers to use more spatial language, \u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2016/01/children-still-need-read-draw-maps/\">maps\u003c/a> and blocks or manipulatives.\u003c/p>\n\u003cp>To help other schools, Swarlis \u003ca href=\"http://columbusschoolforgirls.libguides.com/Spatialskilldevelopment#s-lg-box-8875769\">has created a website\u003c/a> that provides details about her school’s efforts, including links to lesson plans and summer reading materials for teachers. For educators and administrators beginning their research, Swarlis suggests checking out the Spatial Intelligence and Learning Center’s \u003ca href=\"http://spatiallearning.org/index.php/initiatives/initiative-8-outreach\">outreach initiative\u003c/a> and Sorby’s \u003ca href=\"http://tedxtalks.ted.com/video/Recruiting-women-for-Science-Te\">recent TEDx talk\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The research is so compelling,” said Swarlis. “What amazes me is how much is known at the university level about the impact of spatial skills on STEM performance and how little of that research has trickled down to the K-12 world.”\u003c/p>\n\n","blocks":[],"excerpt":"One school in Columbus, Ohio, has prioritized spatial skills as part of its strategic plan and incorporates spatial skills into arts and science curriculum. ","status":"publish","parent":0,"modified":1456218197,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":907},"headData":{"title":"How Teaching Spatial Skills Could Be Part of a School’s Strategic Plan | KQED","description":"One school in Columbus, Ohio, has prioritized spatial skills as part of its strategic plan and incorporates spatial skills into arts and science curriculum. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43827 http://ww2.kqed.org/mindshift/?p=43827","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/23/how-teaching-spatial-skills-could-be-part-of-a-schools-strategic-plan/","disqusTitle":"How Teaching Spatial Skills Could Be Part of a School’s Strategic Plan","path":"/mindshift/43827/how-teaching-spatial-skills-could-be-part-of-a-schools-strategic-plan","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Spatial skills don’t get a lot of attention in K-12 education, despite \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">research\u003c/a> pointing to the link between spatial reasoning and academic achievement, creativity and the arts. So when Linda Swarlis first happened upon the research for herself, she had a revelation.\u003c/p>\n\u003cp>“This was a game changer for me,” said Swarlis, director of information services at \u003ca href=\"http://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, a PreK-12 school in Ohio. “I had never heard of the impact of spatial ability on \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.1997.tb00278.x/abstract\">engineering\u003c/a> and \u003ca href=\"http://msutoday.msu.edu/news/2013/spatial-training-boosts-math-skills/\">mathematics\u003c/a> success.”\u003c/p>\n\u003cp>Swarlis then learned about \u003ca href=\"http://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/%20http://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/\">Sheryl Sorby’s work\u003c/a> on retaining struggling female engineering college students by teaching them how to mentally manipulate objects and boost their visualization skills. But Swarlis wanted to engage students in spatial skills training before they got to college; she wanted to find ways to offer more spatial experiences to students at her school.\u003c/p>\n\u003cp>\u003cstrong>Getting Started\u003c/strong>\u003c/p>\n\u003cp>In 2007, Columbus School for Girls added “spatial skills development” to its new strategic plan, based on suggestions from Swarlis and a fellow administrator. “Change was not instantaneous,” Swarlis said, but supportive colleagues in each of the school’s divisions helped get the ball rolling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers started from a place of strength, weaving spatial activities and spatial language into their existing curriculum. The head of the lower school asked Swarlis to present the research to her faculty, with an emphasis on what can be practically accomplished. For example, the preschool and kindergarten children began to create maps of the campus, design and build 3-D treehouses and use geoboards. Teachers became more conscientious about their use of \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22010900\">spatial language\u003c/a> and began to encourage the girls to \u003ca href=\"http://psychology.uchicago.edu/people/faculty/levine/Ehrlich_et_al_2006.pdf\">gesture\u003c/a> as a tool for strengthening spatial reasoning.\u003c/p>\n\u003cfigure id=\"attachment_43841\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-43841\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Lego-League-3.jpg\" alt=\"Students in the Columbus School for Girls Lego League during a competition. \" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Lego-League-3-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students in the Columbus School for Girls Lego League during a competition. \u003ccite>(Courtesy of Linda Swarlis)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over time, their efforts have dramatically increased the cumulative opportunities for students to have rich spatial experiences. These days lower school students build with Legos, magnetic blocks, Kapla blocks and Goldiblox. Coding begins in first grade and robotics instruction begins in fourth grade. Middle school girls continue to play with blocks -- CSG has a successful Lego League team -- and they use digital design tools such the 3-D modeling software SketchUp. Middle and upper school students have a chance to engage in explicit spatial visualization training, the upper school has a thriving robotics team and teachers in every division have been using more maps.\u003c/p>\n\u003cp>\u003cstrong>Beyond Math and Science Classrooms\u003c/strong>\u003c/p>\n\u003cp>Swarlis said that many of the PE, drama and art teachers intuitively understood the importance of spatial reasoning -- and this initiative has prompted them to be a little more intentional in how they explain the concept to students.\u003c/p>\n\u003cp>Middle school drama teacher Liz Bishara engages seventh- and eighth-graders in a blocking project that requires them to notate actors’ locations while paying attention to audience sight lines. She said spatial reasoning is vital to theater because of the audience's perspective from every seat in the house. \"You need to understand angles and spacing -- and you also need to be able to rotate the stage in your head,” said Bishara.\u003c/p>\n\u003cp>In the last year, the art and science departments in the upper school have worked together to create three new offerings -- Principles of Engineering and Design, The Art of Design, and The Intersection of Art and Engineering. “I think spatial reasoning is something artists intrinsically have to work with, whether it is consciously done or not,\" said upper school art teacher Susan O’Connor. \"On a two-dimensional surface, it is all about creating the illusion that space exists . . . and in a three-dimensional work, spatial reasoning is taught via physically maneuvering the material through our physical space.”\u003c/p>\n\u003cp>Even the library has gotten on board, creating stations with Legos, knitting supplies, jigsaw puzzles and a chess set.\u003c/p>\n\u003cp>\u003cstrong>Spreading the Message\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">Sheryl Sorby\u003c/a>, an engineering professor and researcher, has worked with several schools on creating spatial skills initiatives. She said she often encounters resistance to adding spatial skills curriculum because of existing workloads and mandates around standardized tests. Educators begin to warm up when Sorby shares spatial skills research and tells them, \"a lot of times spatial skills aren’t directly on the test, but spatial skills will help you perform better on the test.”\u003c/p>\n\u003cp>At the Columbus School for Girls, Swarlis said that as a first step, administrators need to help bridge the skills gap. \"Many teachers will need step-by-step support on how to introduce spatial skills into their curriculum,” she said.\u003c/p>\n\u003cp>She recommends starting with simple, low-cost interventions, such as encouraging teachers to use more spatial language, \u003ca href=\"http://www.pbs.org/parents/expert-tips-advice/2016/01/children-still-need-read-draw-maps/\">maps\u003c/a> and blocks or manipulatives.\u003c/p>\n\u003cp>To help other schools, Swarlis \u003ca href=\"http://columbusschoolforgirls.libguides.com/Spatialskilldevelopment#s-lg-box-8875769\">has created a website\u003c/a> that provides details about her school’s efforts, including links to lesson plans and summer reading materials for teachers. For educators and administrators beginning their research, Swarlis suggests checking out the Spatial Intelligence and Learning Center’s \u003ca href=\"http://spatiallearning.org/index.php/initiatives/initiative-8-outreach\">outreach initiative\u003c/a> and Sorby’s \u003ca href=\"http://tedxtalks.ted.com/video/Recruiting-women-for-Science-Te\">recent TEDx talk\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The research is so compelling,” said Swarlis. “What amazes me is how much is known at the university level about the impact of spatial skills on STEM performance and how little of that research has trickled down to the K-12 world.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43827/how-teaching-spatial-skills-could-be-part-of-a-schools-strategic-plan","authors":["11087"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20530","mindshift_47"],"featImg":"mindshift_43842","label":"mindshift"},"mindshift_43802":{"type":"posts","id":"mindshift_43802","meta":{"index":"posts_1591205157","site":"mindshift","id":"43802","score":null,"sort":[1456128118000]},"guestAuthors":[],"slug":"can-teaching-spatial-skills-help-bridge-the-stem-gender-gap","title":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?","publishDate":1456128118,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For all the emphasis placed on science, technology, engineering and math instruction, not much attention is given to a skill set that’s closely related with success in STEM: spatial skills.\u003c/p>\n\u003cp>The ability to mentally manipulate objects is key to success in many fields, including physics and engineering. Spatial skills are an \u003ca href=\"http://udel.edu/~roberta/pdfs/FindingMissingPiece.pdf\">early indicator\u003c/a> of later achievement in mathematics, they “\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">strongly predict\u003c/a>” who will pursue STEM careers, and they are \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">more predictive\u003c/a> of future creativity and innovation than math scores. In fact, a \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">review\u003c/a> of 50 years of research shows that spatial skills have a “robust influence” on STEM domains.\u003c/p>\n\u003cp>However, women generally score lower than men on tests of spatial reasoning -- particularly measures of spatial visualization and mental rotation. Some researchers point to \u003ca href=\"https://www.psychologytoday.com/blog/sexual-personalities/201601/where-s-the-nearest-starbucks-sex-differences-in-wayfinding\">evolution\u003c/a> as the culprit, while others have tied the discrepancies to \u003ca href=\"https://news.illinois.edu/blog/view/6367/204881\">hormone\u003c/a> \u003ca href=\"http://www.nytimes.com/1988/11/18/us/female-sex-hormone-is-tied-to-ability-to-perform-tasks.html\">levels\u003c/a> or \u003ca href=\"http://www.sciencedaily.com/releases/2008/12/081217124430.htm\">brain structure.\u003c/a> As one researcher put it, “Sex differences in spatial ability are \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/7724690\">well documented\u003c/a>, but poorly understood.”\u003c/p>\n\u003cp>Sheryl Sorby said she’s not interested in arguing about why the gap exists because \u003ca href=\"http://spatiallearning.org/index.php/showcase/155-showcase-june-2012-the-malleability-of-spatial-skills-a-meta-analysis-of-training-studies\">training and practice\u003c/a> can close it.\u003c/p>\n\u003cp>“A lot of people believe that spatial intelligence is a fixed quantity -- that you either have good spatial skills or you don’t -- but that’s simply not true,” said Sorby, an \u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">engineering professor\u003c/a>. This misperception is particularly harmful to girls who may not be encouraged to engage in spatially rich activities that would set them up for later STEM success.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We may start with this small biological difference, but it grows because of our environment,” said Sorby. For example, starting at an early age, boys are more likely to engage in activities that boost spatial reasoning. Research shows that boys \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">play with spatial toys\u003c/a> more than \u003ca href=\"http://www.npr.org/sections/monkeysee/2013/06/28/196605763/girls-legos-are-a-hit-but-why-do-girls-need-special-legos\">girls\u003c/a> do -- and spatial toys are often \u003ca href=\"http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">marketed\u003c/a> \u003ca href=\"http://time.com/3989850/target-gender-signs/\">explicitly\u003c/a> to boys. In addition, \u003ca href=\"http://jpepsy.oxfordjournals.org/content/23/1/33.full.pdf\">studies\u003c/a> find that parents are “less likely to restrain the exploratory behavior of boys,” such as allowing them to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229936/\">roam\u003c/a> further from home than girls their same age.\u003c/p>\n\u003cp>\u003cstrong>The Ripple Effects of Spatial Reasoning\u003c/strong>\u003c/p>\n\u003cp>Boosting girls’ spatial skills can have a positive effect on other domains. Sorby believes that the small but persistent gender gap in standardized math scores can be largely explained by differences in spatial reasoning: Girls tend to do worse than boys on test items that have a spatial component.\u003c/p>\n\u003cp>A \u003ca href=\"http://spatiallearning.org/index.php/showcase/195-showcase-may-2014-spatial-ability-mediates-the-gender-difference-in-middle-school-students-science-performance\">2014 review\u003c/a> of middle school physical science exam scores found that the gender difference boiled down to a few specific questions that required mental rotation. According to one report, “after students’ scores on the mental rotation assessment were taken into account, there was no longer a gender difference in physical science scores.”\u003c/p>\n\u003cp>Early in her career, Sorby wondered if spatial skills training could help colleges retain female students in engineering, a field with an acute gender disparity. \u003ca href=\"https://ngcproject.org/statistics\">As of 2011,\u003c/a> 19 percent of all undergraduate degrees in engineering were awarded to women, and 3 percent were awarded to women of color. \u003cspan class=\"s1\">Sorby said that at many colleges, the first engineering courses for beginning students cover design graphics, which is highly spatial. \u003c/span>\u003c/p>\n\u003cp>When Sorby taught at Michigan Technological University, she noticed that some female students -- who otherwise excelled in math and science -- would struggle with the class and choose to switch majors. “They assumed they didn’t have what it took to be an engineer,” said Sorby, “when the real issue was a weakness in spatial skills.”\u003c/p>\n\u003cfigure id=\"attachment_43803\" class=\"wp-caption alignnone\" style=\"max-width: 888px\">\u003cimg class=\"size-full wp-image-43803\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Spatial-test.png\" alt='From \"Educational Research in Developing 3-D Spatial Skills for Engineering Students\" by Sheryl A. Sorby.' width=\"888\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test.png 888w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-400x257.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-800x514.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-768x493.png 768w\" sizes=\"(max-width: 888px) 100vw, 888px\">\u003cfigcaption class=\"wp-caption-text\">From \"Educational Research in Developing 3-D Spatial Skills for Engineering\u003cbr>Students\" by Sheryl A. Sorby.\u003c/figcaption>\u003c/figure>\n\u003cp>To help her incoming engineering students, Sorby developed a \"short introduction to spatial visualization\" class. The course is 15 hours of instructional time -- “a miniscule amount of time” in the scheme of things -- but the payoff has been worthwhile. Sorby taught students how to sketch figures from multiple perspectives, look at cross sections of objects and create 3-D objects through paper folding exercises. Students who took the class \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/09500690802595839#.VqElBFMrKLI\">not only\u003c/a> improved their spatial skills, but also their grades in all STEM classes improved, and they were more likely to graduate with an engineering degree.\u003c/p>\n\u003cp>In ninth grade at the \u003ca href=\"https://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, students can take a version of Sorby’s spatial visualization course as a spring elective. The course is nine lessons and is taught by Linda Swarlis, director of information services. Swarlis says she often hears from graduates about how this course helped them in their college STEM classes. One young woman described how she found herself the only female enrolled in an inorganic chemistry class at a competitive college.\u003c/p>\n\u003cp>“The professor introduced the concept of \u003ca href=\"https://en.wikipedia.org/wiki/Chirality_(chemistry)\">chirality\u003c/a>, and she recognized the concept as the right hand rule in engineering, something that she learned in her spatial visualization course,” said Swarlis.\u003c/p>\n\u003cp>Given that spatial skills can be learned, what can parents and teachers do? Sorby offers these suggestions:\u003c/p>\n\u003cp>\u003cstrong>Encourage Block Play:\u003c/strong> Playing with blocks and puzzles \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">correlates\u003c/a> with spatial development. Lego kits are particularly good for strengthening spatial visualization because kids have to examine a 2-D diagram and turn it into a 3-D model, said Sorby. She also recommends trying out some of the new engineering toys that have hit the market, such as \u003ca href=\"http://www.goldieblox.com/\">Goldiblox\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Involve Girls in Practical Spatial Tasks:\u003c/strong> When planning a road trip, hand a map to your daughters and ask them to plan the route, said Sorby. When putting together a piece of IKEA furniture, involve girls in reading the instructions and screwing it together. These types of activities build skills and confidence.\u003c/p>\n\u003cp>\u003cstrong>Hold, Build and Sketch 3-D Objects:\u003c/strong> Sketching 3-D objects improves students’ mental visualization and rotation skills. Have children build an object out of blocks and then sketch it. Then have them rotate the object and sketch it again. Recent research also suggests that “holding an object in your hand seems to help you visualize it,” says Sorby. For example, showing students a 2-D model of a molecule does not help them nearly as much as handing them a model that they can hold, turn and examine from different angles.\u003c/p>\n\u003cp>\u003cstrong>Play 3-D Video Games:\u003c/strong> \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">One study\u003c/a> found that a mere 10 hours of “playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability.” The authors speculate that more exposure to 3-D video games “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Remember the power of expectation:\u003c/strong> “If we have a child with poor math skills, we don’t say, ‘That’s too bad -- you’ll have poor math skills for the rest of your life.’ But with spatial skills we tend to do that,” said Sorby. “Instead we need to tell kids, ‘You can develop these skills just like you develop any skill.’ ”\u003c/p>\n\n","blocks":[],"excerpt":"Many girls are encouraged to pursue STEM studies, but they can sometimes lack the spatial skills needed to excel. One professor created a training program to help all people improve their spatial skills. ","status":"publish","parent":0,"modified":1578334572,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1185},"headData":{"title":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap? | KQED","description":"Many girls are encouraged to pursue STEM studies, but they can sometimes lack the spatial skills needed to excel. One professor created a training program to help all people improve their spatial skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43802 http://ww2.kqed.org/mindshift/?p=43802","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/22/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap/","disqusTitle":"Can Teaching Spatial Skills Help Bridge the STEM Gender Gap?","path":"/mindshift/43802/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For all the emphasis placed on science, technology, engineering and math instruction, not much attention is given to a skill set that’s closely related with success in STEM: spatial skills.\u003c/p>\n\u003cp>The ability to mentally manipulate objects is key to success in many fields, including physics and engineering. Spatial skills are an \u003ca href=\"http://udel.edu/~roberta/pdfs/FindingMissingPiece.pdf\">early indicator\u003c/a> of later achievement in mathematics, they “\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">strongly predict\u003c/a>” who will pursue STEM careers, and they are \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">more predictive\u003c/a> of future creativity and innovation than math scores. In fact, a \u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/02/Wai2009SpatialAbility.pdf\">review\u003c/a> of 50 years of research shows that spatial skills have a “robust influence” on STEM domains.\u003c/p>\n\u003cp>However, women generally score lower than men on tests of spatial reasoning -- particularly measures of spatial visualization and mental rotation. Some researchers point to \u003ca href=\"https://www.psychologytoday.com/blog/sexual-personalities/201601/where-s-the-nearest-starbucks-sex-differences-in-wayfinding\">evolution\u003c/a> as the culprit, while others have tied the discrepancies to \u003ca href=\"https://news.illinois.edu/blog/view/6367/204881\">hormone\u003c/a> \u003ca href=\"http://www.nytimes.com/1988/11/18/us/female-sex-hormone-is-tied-to-ability-to-perform-tasks.html\">levels\u003c/a> or \u003ca href=\"http://www.sciencedaily.com/releases/2008/12/081217124430.htm\">brain structure.\u003c/a> As one researcher put it, “Sex differences in spatial ability are \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/7724690\">well documented\u003c/a>, but poorly understood.”\u003c/p>\n\u003cp>Sheryl Sorby said she’s not interested in arguing about why the gap exists because \u003ca href=\"http://spatiallearning.org/index.php/showcase/155-showcase-june-2012-the-malleability-of-spatial-skills-a-meta-analysis-of-training-studies\">training and practice\u003c/a> can close it.\u003c/p>\n\u003cp>“A lot of people believe that spatial intelligence is a fixed quantity -- that you either have good spatial skills or you don’t -- but that’s simply not true,” said Sorby, an \u003ca href=\"https://www.ncwit.org/profile/sheryl-sorby\">engineering professor\u003c/a>. This misperception is particularly harmful to girls who may not be encouraged to engage in spatially rich activities that would set them up for later STEM success.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We may start with this small biological difference, but it grows because of our environment,” said Sorby. For example, starting at an early age, boys are more likely to engage in activities that boost spatial reasoning. Research shows that boys \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">play with spatial toys\u003c/a> more than \u003ca href=\"http://www.npr.org/sections/monkeysee/2013/06/28/196605763/girls-legos-are-a-hit-but-why-do-girls-need-special-legos\">girls\u003c/a> do -- and spatial toys are often \u003ca href=\"http://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556/\">marketed\u003c/a> \u003ca href=\"http://time.com/3989850/target-gender-signs/\">explicitly\u003c/a> to boys. In addition, \u003ca href=\"http://jpepsy.oxfordjournals.org/content/23/1/33.full.pdf\">studies\u003c/a> find that parents are “less likely to restrain the exploratory behavior of boys,” such as allowing them to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229936/\">roam\u003c/a> further from home than girls their same age.\u003c/p>\n\u003cp>\u003cstrong>The Ripple Effects of Spatial Reasoning\u003c/strong>\u003c/p>\n\u003cp>Boosting girls’ spatial skills can have a positive effect on other domains. Sorby believes that the small but persistent gender gap in standardized math scores can be largely explained by differences in spatial reasoning: Girls tend to do worse than boys on test items that have a spatial component.\u003c/p>\n\u003cp>A \u003ca href=\"http://spatiallearning.org/index.php/showcase/195-showcase-may-2014-spatial-ability-mediates-the-gender-difference-in-middle-school-students-science-performance\">2014 review\u003c/a> of middle school physical science exam scores found that the gender difference boiled down to a few specific questions that required mental rotation. According to one report, “after students’ scores on the mental rotation assessment were taken into account, there was no longer a gender difference in physical science scores.”\u003c/p>\n\u003cp>Early in her career, Sorby wondered if spatial skills training could help colleges retain female students in engineering, a field with an acute gender disparity. \u003ca href=\"https://ngcproject.org/statistics\">As of 2011,\u003c/a> 19 percent of all undergraduate degrees in engineering were awarded to women, and 3 percent were awarded to women of color. \u003cspan class=\"s1\">Sorby said that at many colleges, the first engineering courses for beginning students cover design graphics, which is highly spatial. \u003c/span>\u003c/p>\n\u003cp>When Sorby taught at Michigan Technological University, she noticed that some female students -- who otherwise excelled in math and science -- would struggle with the class and choose to switch majors. “They assumed they didn’t have what it took to be an engineer,” said Sorby, “when the real issue was a weakness in spatial skills.”\u003c/p>\n\u003cfigure id=\"attachment_43803\" class=\"wp-caption alignnone\" style=\"max-width: 888px\">\u003cimg class=\"size-full wp-image-43803\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Spatial-test.png\" alt='From \"Educational Research in Developing 3-D Spatial Skills for Engineering Students\" by Sheryl A. Sorby.' width=\"888\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test.png 888w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-400x257.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-800x514.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/02/Spatial-test-768x493.png 768w\" sizes=\"(max-width: 888px) 100vw, 888px\">\u003cfigcaption class=\"wp-caption-text\">From \"Educational Research in Developing 3-D Spatial Skills for Engineering\u003cbr>Students\" by Sheryl A. Sorby.\u003c/figcaption>\u003c/figure>\n\u003cp>To help her incoming engineering students, Sorby developed a \"short introduction to spatial visualization\" class. The course is 15 hours of instructional time -- “a miniscule amount of time” in the scheme of things -- but the payoff has been worthwhile. Sorby taught students how to sketch figures from multiple perspectives, look at cross sections of objects and create 3-D objects through paper folding exercises. Students who took the class \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/09500690802595839#.VqElBFMrKLI\">not only\u003c/a> improved their spatial skills, but also their grades in all STEM classes improved, and they were more likely to graduate with an engineering degree.\u003c/p>\n\u003cp>In ninth grade at the \u003ca href=\"https://www.columbusschoolforgirls.org/\">Columbus School for Girls\u003c/a>, students can take a version of Sorby’s spatial visualization course as a spring elective. The course is nine lessons and is taught by Linda Swarlis, director of information services. Swarlis says she often hears from graduates about how this course helped them in their college STEM classes. One young woman described how she found herself the only female enrolled in an inorganic chemistry class at a competitive college.\u003c/p>\n\u003cp>“The professor introduced the concept of \u003ca href=\"https://en.wikipedia.org/wiki/Chirality_(chemistry)\">chirality\u003c/a>, and she recognized the concept as the right hand rule in engineering, something that she learned in her spatial visualization course,” said Swarlis.\u003c/p>\n\u003cp>Given that spatial skills can be learned, what can parents and teachers do? Sorby offers these suggestions:\u003c/p>\n\u003cp>\u003cstrong>Encourage Block Play:\u003c/strong> Playing with blocks and puzzles \u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">correlates\u003c/a> with spatial development. Lego kits are particularly good for strengthening spatial visualization because kids have to examine a 2-D diagram and turn it into a 3-D model, said Sorby. She also recommends trying out some of the new engineering toys that have hit the market, such as \u003ca href=\"http://www.goldieblox.com/\">Goldiblox\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Involve Girls in Practical Spatial Tasks:\u003c/strong> When planning a road trip, hand a map to your daughters and ask them to plan the route, said Sorby. When putting together a piece of IKEA furniture, involve girls in reading the instructions and screwing it together. These types of activities build skills and confidence.\u003c/p>\n\u003cp>\u003cstrong>Hold, Build and Sketch 3-D Objects:\u003c/strong> Sketching 3-D objects improves students’ mental visualization and rotation skills. Have children build an object out of blocks and then sketch it. Then have them rotate the object and sketch it again. Recent research also suggests that “holding an object in your hand seems to help you visualize it,” says Sorby. For example, showing students a 2-D model of a molecule does not help them nearly as much as handing them a model that they can hold, turn and examine from different angles.\u003c/p>\n\u003cp>\u003cstrong>Play 3-D Video Games:\u003c/strong> \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">One study\u003c/a> found that a mere 10 hours of “playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability.” The authors speculate that more exposure to 3-D video games “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Remember the power of expectation:\u003c/strong> “If we have a child with poor math skills, we don’t say, ‘That’s too bad -- you’ll have poor math skills for the rest of your life.’ But with spatial skills we tend to do that,” said Sorby. “Instead we need to tell kids, ‘You can develop these skills just like you develop any skill.’ ”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43802/can-teaching-spatial-skills-help-bridge-the-stem-gender-gap","authors":["11087"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20967","mindshift_20784","mindshift_1040","mindshift_20825","mindshift_20877","mindshift_20530","mindshift_47"],"featImg":"mindshift_43822","label":"mindshift"},"mindshift_43092":{"type":"posts","id":"mindshift_43092","meta":{"index":"posts_1591205157","site":"mindshift","id":"43092","score":null,"sort":[1450459657000]},"guestAuthors":[],"slug":"15-picture-books-that-support-childrens-spatial-skills-development","title":"15 Picture Books That Support Children’s Spatial Skills Development","publishDate":1450459657,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Having strong spatial skills -- the ability to understand and mentally manipulate shapes and figures -- has been identified by researchers as \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/16/steps-to-help-foster-a-preschoolers-spatial-reasoning-skills/\">characteristic of those\u003c/a> who find success in STEM fields and creative pursuits. Developing those skills can start early through activities and the language that caregivers use with children. Parents can also support young children’s spatial reasoning skills by reading them “spatially challenging picture books,” says Temple University’s Nora Newcombe. These includes books that examine scenes from various angles or perspectives, that include maps and spatial language, or whose illustrations require close attention to decipher their meaning.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The power of these books is both \u003c/span>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/15144491\">\u003cspan style=\"font-weight: 400\">in the illustrations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> themselves and in how parents and educators talk about the pictures with children, says \u003c/span>\u003ca href=\"http://www.juliedillemuth.com/about-me.html\">\u003cspan style=\"font-weight: 400\">Julie Dillemuth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a spatial cognition geographer. Researchers \u003c/span>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">\u003cspan style=\"font-weight: 400\">have\u003c/span>\u003c/a> \u003ca href=\"http://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-improves-childrens-spatial-skills\">\u003cspan style=\"font-weight: 400\">found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a “vast range in the \u003c/span>\u003cspan style=\"font-weight: 400\">amount of spatial language that children are exposed to,” says Dillemuth, and this has the potential of creating an early spatial skills gap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With these studies in mind, Dillemuth asked herself, “What if I could write a kids book that would lay the foundation for spatial thinking?” The result, \u003c/span>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cspan style=\"font-weight: 400\">\"Lucy in the City,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> follows a lost racoon who engages in three spatial activities to find her way home: retracing one’s steps, interpreting a map and being aware of one’s surroundings. She hopes books like hers will help parents talk about spatial concepts with their children and offer “a little extra nudge to help kids acquire these skills.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift asked Julie Dillemuth and Kathleen T. Horning, \u003c/span>\u003cspan style=\"font-weight: 400\"> director of the \u003c/span>\u003ca href=\"https://ccbc.education.wisc.edu/\">\u003cspan style=\"font-weight: 400\">Cooperative Children’s Book Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the University of Wisconsin–Madison, to recommend some engaging, spatially challenging picture books for young children. Here are the 15 they selected. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Yellow-Ball-Molly-Bang/dp/1930900791/\">\u003cb>\u003cimg class=\"alignleft wp-image-43132 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Yellow-Ball-e1450295258141.jpg\" alt=\"Yellow Ball\" width=\"200\" height=\"239\">YELLOW BALL\u003c/b>\u003c/a>\u003cb>, by Molly Bang (Ages 1-3)\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three beachgoers interrupt a game of catch to build a sand castle on a busy sandy stretch, so they don’t notice what young readers will see: Their big yellow ball is carried away on the tide to begin a long journey out to sea. Bang's dazzling full-color pastel paintings tell most of the story as they trace the progress of the ball, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">over \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">dolphins and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">under\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">sea gulls, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">beyond\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">a bridge and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">through\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a night storm, before being washed ashore on a different beach and into the open arms of another child. Perspectives change but the bright yellow ball is always visible, even when it’s just a dot on the dark blue ocean. This toddler favorite has been out of print so it’s wonderful to see that a 25\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> anniversary edition will be available in January 2016. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Up-Down-Around-Katherine-Ayres/dp/0763640174\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Up-Down-and-Around-e1450295303581.jpg\" alt=\"Up Down and Around\" width=\"200\" height=\"252\">UP, DOWN, AND AROUND,\u003c/b>\u003c/a>\u003cb> by Katherine Ayers and Nadine Bernard Westcott (Ages 2-4)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two preschool-age children are busy in the garden in a breezy picture book that highlights the concepts of “up,” “down,” and “around.” Digging, planting and watering quickly give way to the garden’s bounty: “Corn grows up. Carrots grow down. Cucumbers climb around and around.” The playful narrative is complemented by Nadine Bernard Westcott’s bright, whimsical illustrations depicting a host of mouthwatering vegetables and a plethora of wiggly, wide-eyed garden creatures, offering lots for children and parents to talk about as they look at the illustrations. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Rosies-Walk-Pat-Hutchins/dp/0020437501\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Rosies-Walk-e1450295322541.jpg\" alt=\"Rosie's Walk\" width=\"200\" height=\"161\">ROSIE’S WALK,\u003c/b>\u003c/a>\u003cb> Pat Hutchins Macmillan (Ages 2-5)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to see why \"\u003c/span>\u003cspan style=\"font-weight: 400\">Ro\u003c/span>\u003cspan style=\"font-weight: 400\">sie’s\u003c/span>\u003cspan style=\"font-weight: 400\"> Walk\" \u003c/span>\u003cspan style=\"font-weight: 400\">has been a favorite with young children for almost 50 years. The story follows a hen and a fox around a barnyard. Rosie walks around the pond, over the haystack and past the mill -- completely oblivious to the fox who’s pursuing her and the humorous setbacks he faces on each page. The understated text uses directional words to describe Rosie’s journey. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Shrinking-Mouse-Pat-Hutchins/dp/0688139612\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43128\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Shrinking-Mouse-e1450295341706.jpg\" alt=\"Shrinking Mouse\" width=\"200\" height=\"261\">SHRINKING MOUSE,\u003c/b>\u003c/a>\u003cb> Pat Hutchins (Ages 2-6)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fox, Rabbit, Squirrel, and Mouse notice that their friend Owl gets smaller and smaller as he flies away from them, and they logically conclude that he is shrinking. One by one, the animals set off in pursuit and the same thing happens each time -- and then they grow bigger when they return. Even if toddlers don't understand the complexity of the spatial perception, there will be much for them to enjoy in the story, while older children will find humor in the animals' misunderstanding of a concept they themselves have only just mastered. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Big-Bug-Henry-Cole/dp/1442498978\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/big-bug-e1450295363186.jpg\" alt=\"Big Bug\" width=\"200\" height=\"201\">BIG BUG,\u003c/b>\u003c/a>\u003cb> by Henry Cole (Ages 2-6)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Size is a matter of relativity in this deceptively simple, striking picture book. The opening spread features a ladybug so large it doesn’t quite fit on the two pages. On the next page, we see the ladybug is now small in relation to the big leaf on which it sits. Every turn of the page continues to zoom out to show that what was large is now small in comparison to a newly introduced object. Once we get to the big sky with an aerial view of a farm, the comparisons reverse course, moving in closer on details of the farm. The minimal text will invite parents and children to point and talk about what they are seeing in each scene. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/You-Are-Small-Anna-Kang/dp/1477847723\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/You-are-not-small-e1450295394600.jpg\" alt=\"You Are Not Small\" width=\"200\" height=\"246\">YOU ARE NOT SMALL, \u003c/b>\u003c/a>\u003cb>by Anna Kang and Christopher Weyant (Ages 2-6)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A larger bear exclaims to a smaller bear: You are small. The little bear retorts: “I am not small. You are big.” The argument builds between the two, who are similar in appearance except for size and color (one is blue and the other orange), and they resort to calling in their identical friends for comparison. Who is small and who is big? That depends on whom you ask. With simple, sparse text and bold, clean illustrations, this amusing book about size comparison also offers a clever introduction to perspective-taking. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Follow-That-Map-Mapping-Skills/dp/1554532744\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Follow-That-Map-e1450295415308.jpg\" alt=\"Follow That Map\" width=\"201\" height=\"172\">FOLLOW THAT MAP! A FIRST BOOK OF MAPPING SKILLS\u003c/b>\u003c/a>\u003cb>, by Scot Ritchie (Ages 3-5)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ritchie cleverly introduces various kinds of maps by incorporating them into a hunt for two runaway pets. Each page invites the reader to interact with the map in a specific way. Younger kids can follow along in the search for the pets, and older readers can appreciate and learn from the map vocabulary. Because the maps resemble bird's-eye views rather than cartographic maps, there is a lot of action to observe in each of them. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Piggies-Pumpkin-Patch-Mary-Peterson/dp/1570914613\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Piggies-in-the-Pumpkin-Patch-e1450295433265.jpg\" alt=\"Piggies in the Pumpkin Patch\" width=\"200\" height=\"223\">PIGGIES IN THE PUMPKIN PATCH\u003c/b>\u003c/a>\u003cb>, by Mary Peterson and Jennifer Rofe (Ages 3-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This playful book includes lots of spatial language as the piggies sneak out of the pumpkin patch and run around the farm. It’s a great introduction to spatial prepositions such as through, into and back. The placement of the text on the page mirrors the meaning of the words. For example, the words “along winding wagon tracks” curve around on the page. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Which-Is-Round-Bigger/dp/1554539730\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Which-is-Round-Which-is-Bigger-e1450295450336.jpg\" alt=\"Which is Round Which is Bigger\" width=\"200\" height=\"209\">WHICH IS ROUND? WHICH IS BIGGER?\u003c/b>\u003c/a>\u003cb> by Mineko Marmada (Ages 3-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Which one is round?” The opening page spread poses this seemingly simple question about a round red apple and a long-nosed anteater. The answer is obvious. But with a turn of the page, the apple has been eaten and all that's left is the hourglass shape of the core, while the anteater is now curled up into a tight ball, asleep. \"Which one is round? What do you think?\" The rest of the book asks additional questions about a series of different pairings. Every time, a turn of the page repeats the original question about the pair, but transforms the appearance of one or both subjects, inviting children to consider more than one answer and to articulate the reasons behind their own response. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Katy-Big-Snow-Vol-2/dp/0395185629/\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Katy-and-the-Big-Snow-e1450295464599.jpg\" alt=\"Katy and the Big Snow\" width=\"200\" height=\"182\">KATY AND THE BIG SNOW\u003c/b>\u003c/a>\u003cb>, by Virginia Lee Burton (Ages 4-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First published in 1943, this classic with a modern feel opens with an amazing map of “Geoppolis,” which we revisit bit by bit when the town is snowed in and Katy must plow out the various sections of town. The book incorporates cardinal directions and offers readers a neat opportunity to think about the spatial relationships of various city services as Katy figures out how to get where she needs to go next. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Elephants-Aloft-Kathi-Appelt/dp/0152015566\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43120\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Elephants-aloft-e1450295487676.jpg\" alt=\"Elephants Aloft\" width=\"200\" height=\"216\">ELEPHANTS ALOFT,\u003c/b>\u003c/a>\u003cb> by Kathi Appelt (Ages 4-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With one word per page spread, the only text in this story is spatial language. Appelt uses positional words that take us on a journey with the elephants in the hot-air balloon. Picture books that have very few words prompt the adult reader to discuss what’s going on in the story with children, and this book’s discussion will touch on a lot of spatial themes. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Henrys-Map-David-Elliot/dp/0399160728\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Henrys-Map-e1450295503491.jpg\" alt=\"Henry's Map\" width=\"200\" height=\"248\">HENRY’S MAP\u003c/b>\u003c/a>\u003cb>, by David Elliot (Ages 4-8)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henry, a hyperorganized pig, makes a map of the farm to ensure everything is in the right place. This entertaining story introduces the concept of drawing objects in spatial relation to one another. It helps kids understand that a map is a tool to know where things are located and makes the concept of drawing a mapping accessible for young kids. --Dillemuth \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Lucy-in-the-City-e1450295518423.jpg\" alt=\"Lucy in the City\" width=\"200\" height=\"250\">LUCY IN THE CITY: A STORY ABOUT DEVELOPING SPATIAL THINKING SKILLS\u003c/b>\u003c/a>\u003cb>, by Julie Dillemuth (Ages 4-8)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book follows a little lost racoon trying to find her way home. The story introduces readers to three fundamental mapping concepts: interpreting a bird’s-eye view map, paying attention to one’s surroundings and retracing one’s steps as a navigation strategy. Kids trace Lucy’s journey as they look down on the city from the owl’s perspective, counting the blocks as the owl gives Lucy directions. A “Note to Parents, Caregivers, and Professionals” at the back of the book ties the story content to specific types of spatial thinking and offers additional activities to support spatial reasoning. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Actual-Size-Steve-Jenkins/dp/0547512910\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Actual-Size-e1450295540361.jpg\" alt=\"Actual Size\" width=\"200\" height=\"242\">ACTUAL SIZE\u003c/b>\u003c/a>\u003cb>, Steve Jenkins. (Ages 4-9)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Steve Jenkins always produces engaging, artful science books for children in early elementary school. \"\u003c/span>\u003cspan style=\"font-weight: 400\">Act\u003c/span>\u003cspan style=\"font-weight: 400\">ual\u003c/span>\u003cspan style=\"font-weight: 400\"> Size\" \u003c/span>\u003cspan style=\"font-weight: 400\">presents his trademark cut-paper animals, each accompanied by a pithy line of text. The difference here is the scale: Everything appears at actual size. Jenkins' master stroke, though, is his inclusion of creatures both great and small, so while petite critters fit comfortably within 12-by-20-inch spreads, larger ones appear as evocatively cropped bits and pieces: a gorilla's massive hand; a Siberian tiger's snarling mug; the unnerving, basketball-size eye of a giant squid. The resulting juxtapositions will leave children marveling at one species' daintiness, then shuddering as they mentally sketch in the unseen portions of more formidable beasts. Every child will want to put his or her own hand atop the gorilla’s hand, just for the sake of comparison. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Flotsam-e1450295559532.jpg\" alt=\"Flotsam\" width=\"200\" height=\"160\">FLOTSAM\u003c/b>\u003c/a>\u003cb>, by David Wiesner (Ages 5-9)\u003c/b>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The three-time Caldecott winner is known for his sophisticated wordless books for older children that require them to “read” the pictures to tell the story in their own words. When an old underwater camera washes up on a beach, the boy who finds it discovers there is film inside. When he has the pictures developed, they reveal an extraordinarily unscientific, fantastical perspective on life beneath the sea. The last photo is of a child, who is holding the photo of a child, who is holding the photo of a child. Using his microscope, the boy finally amplifies the picture 70 times, discovering that the original image contains no fewer than 10 others, all photographs of children standing on beaches. The last few photos are in black-and-white. This helps marks the clear passage of time across the decades in the photographs, just as other details show that the children are standing on beaches around the world, from cold northern climates to warm sunny shores. --Horning\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Spatially challenging picture books can help young children develop their ability to mentally manipulate objects, a skill connected to creative pursuits and STEM careers. ","status":"publish","parent":0,"modified":1450460753,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2020},"headData":{"title":"15 Picture Books That Support Children’s Spatial Skills Development | KQED","description":"Spatially challenging picture books can help young children develop their ability to mentally manipulate objects, a skill connected to creative pursuits and STEM careers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43092 http://ww2.kqed.org/mindshift/?p=43092","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/18/15-picture-books-that-support-childrens-spatial-skills-development/","disqusTitle":"15 Picture Books That Support Children’s Spatial Skills Development","path":"/mindshift/43092/15-picture-books-that-support-childrens-spatial-skills-development","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Having strong spatial skills -- the ability to understand and mentally manipulate shapes and figures -- has been identified by researchers as \u003ca href=\"http://ww2.kqed.org/mindshift/2015/12/16/steps-to-help-foster-a-preschoolers-spatial-reasoning-skills/\">characteristic of those\u003c/a> who find success in STEM fields and creative pursuits. Developing those skills can start early through activities and the language that caregivers use with children. Parents can also support young children’s spatial reasoning skills by reading them “spatially challenging picture books,” says Temple University’s Nora Newcombe. These includes books that examine scenes from various angles or perspectives, that include maps and spatial language, or whose illustrations require close attention to decipher their meaning.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The power of these books is both \u003c/span>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/15144491\">\u003cspan style=\"font-weight: 400\">in the illustrations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> themselves and in how parents and educators talk about the pictures with children, says \u003c/span>\u003ca href=\"http://www.juliedillemuth.com/about-me.html\">\u003cspan style=\"font-weight: 400\">Julie Dillemuth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a spatial cognition geographer. Researchers \u003c/span>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">\u003cspan style=\"font-weight: 400\">have\u003c/span>\u003c/a> \u003ca href=\"http://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-improves-childrens-spatial-skills\">\u003cspan style=\"font-weight: 400\">found\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a “vast range in the \u003c/span>\u003cspan style=\"font-weight: 400\">amount of spatial language that children are exposed to,” says Dillemuth, and this has the potential of creating an early spatial skills gap.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With these studies in mind, Dillemuth asked herself, “What if I could write a kids book that would lay the foundation for spatial thinking?” The result, \u003c/span>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cspan style=\"font-weight: 400\">\"Lucy in the City,\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> follows a lost racoon who engages in three spatial activities to find her way home: retracing one’s steps, interpreting a map and being aware of one’s surroundings. She hopes books like hers will help parents talk about spatial concepts with their children and offer “a little extra nudge to help kids acquire these skills.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">MindShift asked Julie Dillemuth and Kathleen T. Horning, \u003c/span>\u003cspan style=\"font-weight: 400\"> director of the \u003c/span>\u003ca href=\"https://ccbc.education.wisc.edu/\">\u003cspan style=\"font-weight: 400\">Cooperative Children’s Book Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the University of Wisconsin–Madison, to recommend some engaging, spatially challenging picture books for young children. Here are the 15 they selected. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Yellow-Ball-Molly-Bang/dp/1930900791/\">\u003cb>\u003cimg class=\"alignleft wp-image-43132 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Yellow-Ball-e1450295258141.jpg\" alt=\"Yellow Ball\" width=\"200\" height=\"239\">YELLOW BALL\u003c/b>\u003c/a>\u003cb>, by Molly Bang (Ages 1-3)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Three beachgoers interrupt a game of catch to build a sand castle on a busy sandy stretch, so they don’t notice what young readers will see: Their big yellow ball is carried away on the tide to begin a long journey out to sea. Bang's dazzling full-color pastel paintings tell most of the story as they trace the progress of the ball, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">over \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">dolphins and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">under\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">sea gulls, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">beyond\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">a bridge and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">through\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> a night storm, before being washed ashore on a different beach and into the open arms of another child. Perspectives change but the bright yellow ball is always visible, even when it’s just a dot on the dark blue ocean. This toddler favorite has been out of print so it’s wonderful to see that a 25\u003c/span>\u003cspan style=\"font-weight: 400\">th\u003c/span>\u003cspan style=\"font-weight: 400\"> anniversary edition will be available in January 2016. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Up-Down-Around-Katherine-Ayres/dp/0763640174\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Up-Down-and-Around-e1450295303581.jpg\" alt=\"Up Down and Around\" width=\"200\" height=\"252\">UP, DOWN, AND AROUND,\u003c/b>\u003c/a>\u003cb> by Katherine Ayers and Nadine Bernard Westcott (Ages 2-4)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two preschool-age children are busy in the garden in a breezy picture book that highlights the concepts of “up,” “down,” and “around.” Digging, planting and watering quickly give way to the garden’s bounty: “Corn grows up. Carrots grow down. Cucumbers climb around and around.” The playful narrative is complemented by Nadine Bernard Westcott’s bright, whimsical illustrations depicting a host of mouthwatering vegetables and a plethora of wiggly, wide-eyed garden creatures, offering lots for children and parents to talk about as they look at the illustrations. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Rosies-Walk-Pat-Hutchins/dp/0020437501\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Rosies-Walk-e1450295322541.jpg\" alt=\"Rosie's Walk\" width=\"200\" height=\"161\">ROSIE’S WALK,\u003c/b>\u003c/a>\u003cb> Pat Hutchins Macmillan (Ages 2-5)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easy to see why \"\u003c/span>\u003cspan style=\"font-weight: 400\">Ro\u003c/span>\u003cspan style=\"font-weight: 400\">sie’s\u003c/span>\u003cspan style=\"font-weight: 400\"> Walk\" \u003c/span>\u003cspan style=\"font-weight: 400\">has been a favorite with young children for almost 50 years. The story follows a hen and a fox around a barnyard. Rosie walks around the pond, over the haystack and past the mill -- completely oblivious to the fox who’s pursuing her and the humorous setbacks he faces on each page. The understated text uses directional words to describe Rosie’s journey. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Shrinking-Mouse-Pat-Hutchins/dp/0688139612\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43128\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Shrinking-Mouse-e1450295341706.jpg\" alt=\"Shrinking Mouse\" width=\"200\" height=\"261\">SHRINKING MOUSE,\u003c/b>\u003c/a>\u003cb> Pat Hutchins (Ages 2-6)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fox, Rabbit, Squirrel, and Mouse notice that their friend Owl gets smaller and smaller as he flies away from them, and they logically conclude that he is shrinking. One by one, the animals set off in pursuit and the same thing happens each time -- and then they grow bigger when they return. Even if toddlers don't understand the complexity of the spatial perception, there will be much for them to enjoy in the story, while older children will find humor in the animals' misunderstanding of a concept they themselves have only just mastered. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Big-Bug-Henry-Cole/dp/1442498978\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/big-bug-e1450295363186.jpg\" alt=\"Big Bug\" width=\"200\" height=\"201\">BIG BUG,\u003c/b>\u003c/a>\u003cb> by Henry Cole (Ages 2-6)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Size is a matter of relativity in this deceptively simple, striking picture book. The opening spread features a ladybug so large it doesn’t quite fit on the two pages. On the next page, we see the ladybug is now small in relation to the big leaf on which it sits. Every turn of the page continues to zoom out to show that what was large is now small in comparison to a newly introduced object. Once we get to the big sky with an aerial view of a farm, the comparisons reverse course, moving in closer on details of the farm. The minimal text will invite parents and children to point and talk about what they are seeing in each scene. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/You-Are-Small-Anna-Kang/dp/1477847723\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/You-are-not-small-e1450295394600.jpg\" alt=\"You Are Not Small\" width=\"200\" height=\"246\">YOU ARE NOT SMALL, \u003c/b>\u003c/a>\u003cb>by Anna Kang and Christopher Weyant (Ages 2-6)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A larger bear exclaims to a smaller bear: You are small. The little bear retorts: “I am not small. You are big.” The argument builds between the two, who are similar in appearance except for size and color (one is blue and the other orange), and they resort to calling in their identical friends for comparison. Who is small and who is big? That depends on whom you ask. With simple, sparse text and bold, clean illustrations, this amusing book about size comparison also offers a clever introduction to perspective-taking. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Follow-That-Map-Mapping-Skills/dp/1554532744\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Follow-That-Map-e1450295415308.jpg\" alt=\"Follow That Map\" width=\"201\" height=\"172\">FOLLOW THAT MAP! A FIRST BOOK OF MAPPING SKILLS\u003c/b>\u003c/a>\u003cb>, by Scot Ritchie (Ages 3-5)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ritchie cleverly introduces various kinds of maps by incorporating them into a hunt for two runaway pets. Each page invites the reader to interact with the map in a specific way. Younger kids can follow along in the search for the pets, and older readers can appreciate and learn from the map vocabulary. Because the maps resemble bird's-eye views rather than cartographic maps, there is a lot of action to observe in each of them. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Piggies-Pumpkin-Patch-Mary-Peterson/dp/1570914613\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Piggies-in-the-Pumpkin-Patch-e1450295433265.jpg\" alt=\"Piggies in the Pumpkin Patch\" width=\"200\" height=\"223\">PIGGIES IN THE PUMPKIN PATCH\u003c/b>\u003c/a>\u003cb>, by Mary Peterson and Jennifer Rofe (Ages 3-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This playful book includes lots of spatial language as the piggies sneak out of the pumpkin patch and run around the farm. It’s a great introduction to spatial prepositions such as through, into and back. The placement of the text on the page mirrors the meaning of the words. For example, the words “along winding wagon tracks” curve around on the page. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Which-Is-Round-Bigger/dp/1554539730\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Which-is-Round-Which-is-Bigger-e1450295450336.jpg\" alt=\"Which is Round Which is Bigger\" width=\"200\" height=\"209\">WHICH IS ROUND? WHICH IS BIGGER?\u003c/b>\u003c/a>\u003cb> by Mineko Marmada (Ages 3-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Which one is round?” The opening page spread poses this seemingly simple question about a round red apple and a long-nosed anteater. The answer is obvious. But with a turn of the page, the apple has been eaten and all that's left is the hourglass shape of the core, while the anteater is now curled up into a tight ball, asleep. \"Which one is round? What do you think?\" The rest of the book asks additional questions about a series of different pairings. Every time, a turn of the page repeats the original question about the pair, but transforms the appearance of one or both subjects, inviting children to consider more than one answer and to articulate the reasons behind their own response. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Katy-Big-Snow-Vol-2/dp/0395185629/\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Katy-and-the-Big-Snow-e1450295464599.jpg\" alt=\"Katy and the Big Snow\" width=\"200\" height=\"182\">KATY AND THE BIG SNOW\u003c/b>\u003c/a>\u003cb>, by Virginia Lee Burton (Ages 4-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First published in 1943, this classic with a modern feel opens with an amazing map of “Geoppolis,” which we revisit bit by bit when the town is snowed in and Katy must plow out the various sections of town. The book incorporates cardinal directions and offers readers a neat opportunity to think about the spatial relationships of various city services as Katy figures out how to get where she needs to go next. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Elephants-Aloft-Kathi-Appelt/dp/0152015566\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43120\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Elephants-aloft-e1450295487676.jpg\" alt=\"Elephants Aloft\" width=\"200\" height=\"216\">ELEPHANTS ALOFT,\u003c/b>\u003c/a>\u003cb> by Kathi Appelt (Ages 4-7)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With one word per page spread, the only text in this story is spatial language. Appelt uses positional words that take us on a journey with the elephants in the hot-air balloon. Picture books that have very few words prompt the adult reader to discuss what’s going on in the story with children, and this book’s discussion will touch on a lot of spatial themes. --Dillemuth\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Henrys-Map-David-Elliot/dp/0399160728\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Henrys-Map-e1450295503491.jpg\" alt=\"Henry's Map\" width=\"200\" height=\"248\">HENRY’S MAP\u003c/b>\u003c/a>\u003cb>, by David Elliot (Ages 4-8)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henry, a hyperorganized pig, makes a map of the farm to ensure everything is in the right place. This entertaining story introduces the concept of drawing objects in spatial relation to one another. It helps kids understand that a map is a tool to know where things are located and makes the concept of drawing a mapping accessible for young kids. --Dillemuth \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Lucy-in-the-City-e1450295518423.jpg\" alt=\"Lucy in the City\" width=\"200\" height=\"250\">LUCY IN THE CITY: A STORY ABOUT DEVELOPING SPATIAL THINKING SKILLS\u003c/b>\u003c/a>\u003cb>, by Julie Dillemuth (Ages 4-8)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This book follows a little lost racoon trying to find her way home. The story introduces readers to three fundamental mapping concepts: interpreting a bird’s-eye view map, paying attention to one’s surroundings and retracing one’s steps as a navigation strategy. Kids trace Lucy’s journey as they look down on the city from the owl’s perspective, counting the blocks as the owl gives Lucy directions. A “Note to Parents, Caregivers, and Professionals” at the back of the book ties the story content to specific types of spatial thinking and offers additional activities to support spatial reasoning. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Actual-Size-Steve-Jenkins/dp/0547512910\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Actual-Size-e1450295540361.jpg\" alt=\"Actual Size\" width=\"200\" height=\"242\">ACTUAL SIZE\u003c/b>\u003c/a>\u003cb>, Steve Jenkins. (Ages 4-9)\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Steve Jenkins always produces engaging, artful science books for children in early elementary school. \"\u003c/span>\u003cspan style=\"font-weight: 400\">Act\u003c/span>\u003cspan style=\"font-weight: 400\">ual\u003c/span>\u003cspan style=\"font-weight: 400\"> Size\" \u003c/span>\u003cspan style=\"font-weight: 400\">presents his trademark cut-paper animals, each accompanied by a pithy line of text. The difference here is the scale: Everything appears at actual size. Jenkins' master stroke, though, is his inclusion of creatures both great and small, so while petite critters fit comfortably within 12-by-20-inch spreads, larger ones appear as evocatively cropped bits and pieces: a gorilla's massive hand; a Siberian tiger's snarling mug; the unnerving, basketball-size eye of a giant squid. The resulting juxtapositions will leave children marveling at one species' daintiness, then shuddering as they mentally sketch in the unseen portions of more formidable beasts. Every child will want to put his or her own hand atop the gorilla’s hand, just for the sake of comparison. --Horning\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576\">\u003cb>\u003cimg class=\"alignleft size-full wp-image-43121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/12/Flotsam-e1450295559532.jpg\" alt=\"Flotsam\" width=\"200\" height=\"160\">FLOTSAM\u003c/b>\u003c/a>\u003cb>, by David Wiesner (Ages 5-9)\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The three-time Caldecott winner is known for his sophisticated wordless books for older children that require them to “read” the pictures to tell the story in their own words. When an old underwater camera washes up on a beach, the boy who finds it discovers there is film inside. When he has the pictures developed, they reveal an extraordinarily unscientific, fantastical perspective on life beneath the sea. The last photo is of a child, who is holding the photo of a child, who is holding the photo of a child. Using his microscope, the boy finally amplifies the picture 70 times, discovering that the original image contains no fewer than 10 others, all photographs of children standing on beaches. The last few photos are in black-and-white. This helps marks the clear passage of time across the decades in the photographs, just as other details show that the children are standing on beaches around the world, from cold northern climates to warm sunny shores. --Horning\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43092/15-picture-books-that-support-childrens-spatial-skills-development","authors":["11087"],"categories":["mindshift_20579"],"tags":["mindshift_972","mindshift_862","mindshift_20784","mindshift_1040","mindshift_20530","mindshift_47"],"featImg":"mindshift_43137","label":"mindshift"},"mindshift_43090":{"type":"posts","id":"mindshift_43090","meta":{"index":"posts_1591205157","site":"mindshift","id":"43090","score":null,"sort":[1450256339000]},"guestAuthors":[],"slug":"steps-to-help-foster-a-preschoolers-spatial-reasoning-skills","title":"Steps to Help Foster a Preschooler's Spatial Reasoning Skills","publishDate":1450256339,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">While boosting kids’ math and verbal skills may draw more attention from parents and educators, spatial reasoning skills play an important -- sometimes overlooked -- role in academic and career success. And preschool, it turns out, is a key time to foster children’s spatial cognition.\u003c/span>\u003c/p>\n\u003cp>Spatial skills encompass far more than having a good sense of direction, according to \u003cspan style=\"font-weight: 400\">Nora Newcombe, a Temple University professor who helps lead the \u003c/span>\u003ca href=\"http://spatiallearning.org/\">\u003cspan style=\"font-weight: 400\">Spatial Intelligence and Learning Center\u003c/span>\u003c/a>. They include the ability to read maps, diagrams and charts; to correctly identify, transform and manipulate shapes; to understand how objects relate to one another in space; and to maintain a stable mental representation of an object as it moves.\u003c/p>\n\u003cp>“We live in a spatial world,” said Newcombe. “The objects we handle are large or small, we move around certain distances, and we turn by certain angles. Thinking about how objects move and change, and how we move among and past objects -- all of this is spatial reasoning.”\u003c/p>\n\u003cp>By teaching spatial reasoning skills to young children through language and activities, caregivers can help prepare kids to develop those senses for developing other skillsets.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is growing evidence that strong spatial reasoning skills in preschool help support math learning in elementary school,” said Newcombe\u003c/span>\u003cspan style=\"font-weight: 400\">. “Beyond math, spatial thinking is important in and of itself for fostering interest in science, math and technology.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, spatial skills “\u003c/span>\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">\u003cspan style=\"font-weight: 400\">strongly predict\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” who will pursue STEM careers, and -- according to \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- children’s spatial reasoning skills were more predictive of future creativity and innovation in STEM fields than math scores. But learning those skills is not widespread. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know spatial skills can be taught and grow with practice and we know that spatial skills predict whether or not kids pursue STEM careers,\" said \u003ca href=\"http://www.juliedillemuth.com/\">Julie Dillemuth\u003c/a>, a spatial cognition geographer and children's author. \"But we don’t systematically teach these skills in schools and a lot of parents aren’t tuned in to this topic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s fixable, said Newcombe. “It’s very easy, and fun, to do spatial play with your preschoolers, and it will probably make a difference.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How does one help?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use Spatial Language \u003c/b>\u003c/p>\n\u003cp>The way young children talk about space is a significant, early \u003ca href=\"http://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-improves-childrens-spatial-skills\">predictor\u003c/a> of their future spatial cognition. According to a \u003ca href=\"http://psychology.uchicago.edu/people/faculty/levine/Pruden_2011.pdf\">University of Chicago study\u003c/a>, parents vary widely in the amount of spatial language they use with their children -- and this gap has consequences: Children who were exposed to more spatial language during their preschool years \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372906/\">outperformed\u003c/a> their peers on spatial tests years later. Spatial language includes references to shapes (triangle, square), sizes (tall, wide), features of shapes (corner, edge) and orientation (above, below, near, between).\u003c/p>\n\u003cp>Parents and preschool teachers can address this language gap by using descriptive language to describe their environment. For example, research suggests that parents can amplify the benefits of \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">block\u003c/a> and \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22040312\">puzzle\u003c/a> play by using spontaneous\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\"> spatial language\u003c/a> with their children such as, “Can you find all the pieces with a flat edge?”\u003c/p>\n\u003cp>Dillemuth recommends playing games such as “hidden treasure,” where the adult hides an object in a room and then give the child step-by-step spatial directions to find it, such as “Walk forward five steps. Turn to your left, towards the couch. Now reach your hand between the pillows.”\u003c/p>\n\u003cp>\u003cb>Engage in Simple Mapping Activities\u003c/b>\u003c/p>\n\u003cp>Research suggests that children as young as \u003ca href=\"https://www.researchgate.net/publication/223819420_The_ability_of_three-_to_four-year-old_children_to_use_a_map_in_a_large-scale_environment\">3 years old\u003c/a> can appreciate the relationship between a map and the physical world.\u003c/p>\n\u003cp>Dillemuth, whose dissertation focused on how small-screen digital maps influence our navigation decisions, said that map reading is not an obsolete skill. “When you look at maps, you are building a mental map. Mental maps are really important because it gives you freedom to navigate where you want to go -- for example, how to take a shortcut, or where to go if your road is blocked.”\u003c/p>\n\u003cp>Parents can encourage kids to draw maps of familiar places -- such as their bedroom or a favorite playground. Dillemuth said she likes to play “map hide and seek” with her preschooler. “First, we draw a map of the house,” she said. “Then I might hide a toy in the cabinet and point to the cabinet on the map.” This prompts the child to make the connection between the 2-D representation of the room and its 3-D counterpart.\u003c/p>\n\u003cp>\u003cb>Invest in Blocks and Puzzles\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who want a simple way to boost preschoolers’ spatial cognition should start with the toy box, said Newcombe. According to a \u003c/span>\u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she co-authored, “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s play with spatial toys correlates with spatial development.” Specifically, children who regularly play with blocks and jigsaw puzzles have more advanced block design scores than children who play with such toys less often. Her research also found that “females play less with spatial toys than do males, which arguably accounts for males’ spatial advantages.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcombe shared a few rules of thumb for encouraging spatial play. First, procure blocks and puzzles and e\u003c/span>\u003cspan style=\"font-weight: 400\">ncourage girls as well as boys to play with them. Second, try to avoid toys that seem either too hard or too easy -- aim for the “stretch” zone. As children improve, give them something to do that is just a little bit harder. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Read Spatially Challenging Picture Books\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading \u003c/span>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/15144491\">\u003cspan style=\"font-weight: 400\">spatially challenging picture books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another way to engage children’s spatial thinking and expose them to spatial language. Look for books that include pictures from various angles or perspectives, that contain \u003c/span>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cspan style=\"font-weight: 400\">maps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and abundant \u003c/span>\u003ca href=\"http://www.amazon.com/Piggies-Pumpkin-Patch-Mary-Peterson/dp/1570914613\">\u003cspan style=\"font-weight: 400\">spatial language\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or whose illustration require close attention to decipher their meaning -- such as \u003c/span>\u003ca href=\"http://www.amazon.com/Journey-Aaron-Becker/dp/0763660531\">\u003cspan style=\"font-weight: 400\">wordless\u003c/span>\u003c/a> \u003ca href=\"http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576\">\u003cspan style=\"font-weight: 400\">books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\">\u003cspan style=\"font-weight: 400\">According\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to Newcombe, “Even though books only contain static pictures, they can help children understand spatial transformations, if adults read them with the children and stimulate their imagination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dillemuth said that adults often take spatial skills for granted because we use them all day long. “If you are packing a bag, loading the dishwasher, or playing sports, you pay attention to where things are located in relation to one another. We don’t really think about our spatial skills until we have to assemble a bookcase from IKEA.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, she said, by taking a step back and consciously introducing more spatial play, spatial activities and spatial language into children’s lives, parents and teachers open doors for their future success. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Spatial intelligence is a skill that is not widely taught, even though it's attributed to successful minds in creative fields and STEM.","status":"publish","parent":0,"modified":1450444693,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1109},"headData":{"title":"Steps to Help Foster a Preschooler's Spatial Reasoning Skills | KQED","description":"Spatial intelligence is a skill that is not widely taught, even though it's attributed to successful minds in creative fields and STEM.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43090 http://ww2.kqed.org/mindshift/?p=43090","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/16/steps-to-help-foster-a-preschoolers-spatial-reasoning-skills/","disqusTitle":"Steps to Help Foster a Preschooler's Spatial Reasoning Skills","path":"/mindshift/43090/steps-to-help-foster-a-preschoolers-spatial-reasoning-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">While boosting kids’ math and verbal skills may draw more attention from parents and educators, spatial reasoning skills play an important -- sometimes overlooked -- role in academic and career success. And preschool, it turns out, is a key time to foster children’s spatial cognition.\u003c/span>\u003c/p>\n\u003cp>Spatial skills encompass far more than having a good sense of direction, according to \u003cspan style=\"font-weight: 400\">Nora Newcombe, a Temple University professor who helps lead the \u003c/span>\u003ca href=\"http://spatiallearning.org/\">\u003cspan style=\"font-weight: 400\">Spatial Intelligence and Learning Center\u003c/span>\u003c/a>. They include the ability to read maps, diagrams and charts; to correctly identify, transform and manipulate shapes; to understand how objects relate to one another in space; and to maintain a stable mental representation of an object as it moves.\u003c/p>\n\u003cp>“We live in a spatial world,” said Newcombe. “The objects we handle are large or small, we move around certain distances, and we turn by certain angles. Thinking about how objects move and change, and how we move among and past objects -- all of this is spatial reasoning.”\u003c/p>\n\u003cp>By teaching spatial reasoning skills to young children through language and activities, caregivers can help prepare kids to develop those senses for developing other skillsets.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There is growing evidence that strong spatial reasoning skills in preschool help support math learning in elementary school,” said Newcombe\u003c/span>\u003cspan style=\"font-weight: 400\">. “Beyond math, spatial thinking is important in and of itself for fostering interest in science, math and technology.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, spatial skills “\u003c/span>\u003ca href=\"http://groups.psych.northwestern.edu/uttal/vittae/documents/Spatial%20Abilities%20and%20STEM%20education%20.pdf\">\u003cspan style=\"font-weight: 400\">strongly predict\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” who will pursue STEM careers, and -- according to \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/smpy/files/2013/01/Kell-et-al.-2013b1.pdf\">\u003cspan style=\"font-weight: 400\">one study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- children’s spatial reasoning skills were more predictive of future creativity and innovation in STEM fields than math scores. But learning those skills is not widespread. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know spatial skills can be taught and grow with practice and we know that spatial skills predict whether or not kids pursue STEM careers,\" said \u003ca href=\"http://www.juliedillemuth.com/\">Julie Dillemuth\u003c/a>, a spatial cognition geographer and children's author. \"But we don’t systematically teach these skills in schools and a lot of parents aren’t tuned in to this topic.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s fixable, said Newcombe. “It’s very easy, and fun, to do spatial play with your preschoolers, and it will probably make a difference.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How does one help?\u003c/span>\u003c/p>\n\u003cp>\u003cb>Use Spatial Language \u003c/b>\u003c/p>\n\u003cp>The way young children talk about space is a significant, early \u003ca href=\"http://news.uchicago.edu/article/2011/11/09/learning-spatial-terms-improves-childrens-spatial-skills\">predictor\u003c/a> of their future spatial cognition. According to a \u003ca href=\"http://psychology.uchicago.edu/people/faculty/levine/Pruden_2011.pdf\">University of Chicago study\u003c/a>, parents vary widely in the amount of spatial language they use with their children -- and this gap has consequences: Children who were exposed to more spatial language during their preschool years \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372906/\">outperformed\u003c/a> their peers on spatial tests years later. Spatial language includes references to shapes (triangle, square), sizes (tall, wide), features of shapes (corner, edge) and orientation (above, below, near, between).\u003c/p>\n\u003cp>Parents and preschool teachers can address this language gap by using descriptive language to describe their environment. For example, research suggests that parents can amplify the benefits of \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">block\u003c/a> and \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22040312\">puzzle\u003c/a> play by using spontaneous\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\"> spatial language\u003c/a> with their children such as, “Can you find all the pieces with a flat edge?”\u003c/p>\n\u003cp>Dillemuth recommends playing games such as “hidden treasure,” where the adult hides an object in a room and then give the child step-by-step spatial directions to find it, such as “Walk forward five steps. Turn to your left, towards the couch. Now reach your hand between the pillows.”\u003c/p>\n\u003cp>\u003cb>Engage in Simple Mapping Activities\u003c/b>\u003c/p>\n\u003cp>Research suggests that children as young as \u003ca href=\"https://www.researchgate.net/publication/223819420_The_ability_of_three-_to_four-year-old_children_to_use_a_map_in_a_large-scale_environment\">3 years old\u003c/a> can appreciate the relationship between a map and the physical world.\u003c/p>\n\u003cp>Dillemuth, whose dissertation focused on how small-screen digital maps influence our navigation decisions, said that map reading is not an obsolete skill. “When you look at maps, you are building a mental map. Mental maps are really important because it gives you freedom to navigate where you want to go -- for example, how to take a shortcut, or where to go if your road is blocked.”\u003c/p>\n\u003cp>Parents can encourage kids to draw maps of familiar places -- such as their bedroom or a favorite playground. Dillemuth said she likes to play “map hide and seek” with her preschooler. “First, we draw a map of the house,” she said. “Then I might hide a toy in the cabinet and point to the cabinet on the map.” This prompts the child to make the connection between the 2-D representation of the room and its 3-D counterpart.\u003c/p>\n\u003cp>\u003cb>Invest in Blocks and Puzzles\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents who want a simple way to boost preschoolers’ spatial cognition should start with the toy box, said Newcombe. According to a \u003c/span>\u003ca href=\"http://pss.sagepub.com/content/early/2015/01/27/0956797614563338.abstract\">\u003cspan style=\"font-weight: 400\">2015 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that she co-authored, “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s play with spatial toys correlates with spatial development.” Specifically, children who regularly play with blocks and jigsaw puzzles have more advanced block design scores than children who play with such toys less often. Her research also found that “females play less with spatial toys than do males, which arguably accounts for males’ spatial advantages.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newcombe shared a few rules of thumb for encouraging spatial play. First, procure blocks and puzzles and e\u003c/span>\u003cspan style=\"font-weight: 400\">ncourage girls as well as boys to play with them. Second, try to avoid toys that seem either too hard or too easy -- aim for the “stretch” zone. As children improve, give them something to do that is just a little bit harder. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Read Spatially Challenging Picture Books\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading \u003c/span>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/15144491\">\u003cspan style=\"font-weight: 400\">spatially challenging picture books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is another way to engage children’s spatial thinking and expose them to spatial language. Look for books that include pictures from various angles or perspectives, that contain \u003c/span>\u003ca href=\"http://www.amazon.com/Lucy-City-Developing-Spatial-Thinking/dp/1433819287\">\u003cspan style=\"font-weight: 400\">maps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and abundant \u003c/span>\u003ca href=\"http://www.amazon.com/Piggies-Pumpkin-Patch-Mary-Peterson/dp/1570914613\">\u003cspan style=\"font-weight: 400\">spatial language\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or whose illustration require close attention to decipher their meaning -- such as \u003c/span>\u003ca href=\"http://www.amazon.com/Journey-Aaron-Becker/dp/0763660531\">\u003cspan style=\"font-weight: 400\">wordless\u003c/span>\u003c/a> \u003ca href=\"http://www.amazon.com/Flotsam-David-Wiesner/dp/0618194576\">\u003cspan style=\"font-weight: 400\">books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"http://spatiallearning.org/publications_pdfs/4nora.pdf\">\u003cspan style=\"font-weight: 400\">According\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to Newcombe, “Even though books only contain static pictures, they can help children understand spatial transformations, if adults read them with the children and stimulate their imagination.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dillemuth said that adults often take spatial skills for granted because we use them all day long. “If you are packing a bag, loading the dishwasher, or playing sports, you pay attention to where things are located in relation to one another. We don’t really think about our spatial skills until we have to assemble a bookcase from IKEA.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, she said, by taking a step back and consciously introducing more spatial play, spatial activities and spatial language into children’s lives, parents and teachers open doors for their future success. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43090/steps-to-help-foster-a-preschoolers-spatial-reasoning-skills","authors":["11087"],"categories":["mindshift_192"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_20530","mindshift_47"],"featImg":"mindshift_43139","label":"mindshift"},"mindshift_30294":{"type":"posts","id":"mindshift_30294","meta":{"index":"posts_1591205157","site":"mindshift","id":"30294","score":null,"sort":[1375279248000]},"guestAuthors":[],"slug":"why-we-need-to-value-spatial-creativity","title":"Why We Need To Value Students' Spatial Creativity","publishDate":1375279248,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Though spatial skills -- the ability to find meaning in the shape, size, orientation, or trajectory, of objects -- are valuable, the tactics we use to measure student outcomes don't always include these important skills. By not placing value on spatial thinking, we may be missing out on developing the skills of the next Thomas Edison.","status":"publish","parent":0,"modified":1451378611,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1491},"headData":{"title":"Why We Need To Value Students' Spatial Creativity | KQED","description":"Though spatial skills -- the ability to find meaning in the shape, size, orientation, or trajectory, of objects -- are valuable, the tactics we use to measure student outcomes don't always include these important skills. By not placing value on spatial thinking, we may be missing out on developing the skills of the next Thomas Edison.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"30294 http://blogs.kqed.org/mindshift/?p=30294","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/31/why-we-need-to-value-spatial-creativity/","disqusTitle":"Why We Need To Value Students' Spatial Creativity","path":"/mindshift/30294/why-we-need-to-value-spatial-creativity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30294/why-we-need-to-value-spatial-creativity","authors":["4354"],"categories":["mindshift_20579","mindshift_193"],"tags":["mindshift_1040","mindshift_980","mindshift_20530","mindshift_975"],"label":"mindshift"},"mindshift_30171":{"type":"posts","id":"mindshift_30171","meta":{"index":"posts_1591205157","site":"mindshift","id":"30171","score":null,"sort":[1374686246000]},"guestAuthors":[],"slug":"can-playing-video-games-give-girls-an-edge-in-math","title":"Can Playing Video Games Give Girls an Edge In Math?","publishDate":1374686246,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n","blocks":[],"excerpt":"Playing an action video game “can virtually eliminate” the gender difference in a basic capacity researchers call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.","status":"publish","parent":0,"modified":1415195837,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":817},"headData":{"title":"Can Playing Video Games Give Girls an Edge In Math? | KQED","description":"Playing an action video game “can virtually eliminate” the gender difference in a basic capacity researchers call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"30171 http://blogs.kqed.org/mindshift/?p=30171","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/24/can-playing-video-games-give-girls-an-edge-in-math/","disqusTitle":"Can Playing Video Games Give Girls an Edge In Math?","path":"/mindshift/30171/can-playing-video-games-give-girls-an-edge-in-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-full wp-image-30184\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/81754633-2.jpg\" alt=\"81754633 2\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/81754633-2-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.\u003c/p>\n\u003cp>First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to \u003ca href=\"http://pss.sagepub.com/content/early/2013/07/10/0956797613478615.abstract\">research published this month\u003c/a> in the journal \u003cem>Psychological Science\u003c/em>. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.\u003c/p>\n\u003cp>But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.\u003c/p>\n\u003cp>The good news is that spatial abilities can get better with practice. A \u003ca href=\"http://psycnet.apa.org/journals/bul/139/2/352/\">meta-analysis of 217 research studies\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em> last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This last point is supported by a study published just last month in the \u003cem>Journal of Cognition and Development\u003c/em>, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention.\u003c/strong>\u003c/aside>\n\u003cp>Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.\u003c/p>\n\u003cp>If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">A 2011 study from researchers\u003c/a> at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>]\u003c/p>\n\u003cp>As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games—which brings us back to the contention at the start of this article. Males have historically held the advantage over females in spatial ability, and this advantage has often been attributed to genetic differences. But males’ spatial edge may also reflect, in part, differences in the leisure-time activities of boys and girls, activities that add up to a kind of daily drill in spatial skills for boys.\u003c/p>\n\u003cp>If that’s the case, then offering girls more opportunities to practice their spatial skills may begin to close the spatial-skills gender gap—and produce more female scientists, engineers and mathematicians in the bargain. So suggests \u003ca href=\"http://pss.sagepub.com/content/18/10/850.abstract\">a study by University of Toronto researchers\u003c/a>, published in the journal \u003cem>Psychological Science\u003c/em>. They found that playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.\u003c/p>\n\u003cp>Exposure to video games, the authors conclude, “could play a significant role as part of a larger strategy designed to interest women in science and engineering careers.\" Participants with little prior video-game exposure \"realized large gains after only ten hours of training,” they note, adding that “we can only imagine the benefits that might be realized after weeks, months, or even years of action-video-gaming experience.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents of daughters may blanch at the idea of actually encouraging “years” of action video game play. These moms and dads should tell themselves that their daughters aren’t wasting their time—they’re readying themselves for brilliant careers as scientists and engineers.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30171/can-playing-video-games-give-girls-an-edge-in-math","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20902","mindshift_20530","mindshift_47","mindshift_114"],"label":"mindshift"},"mindshift_22241":{"type":"posts","id":"mindshift_22241","meta":{"index":"posts_1591205157","site":"mindshift","id":"22241","score":null,"sort":[1340377259000]},"guestAuthors":[],"slug":"how-spatial-thinking-can-improve-math-and-science-skills","title":"How Thinking in 3D Can Improve Math and Science Skills ","publishDate":1340377259,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/arwen-abendstern/2070992813/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22256\" title=\"2070992813_214a6558bc_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/2070992813_214a6558bc_z-620x291.jpg\" alt=\"\" width=\"620\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us: how tall or short they are, how round or pointy, how close or far. Growing evidence suggests that a focus on these characteristics of the material world can help children hone their spatial thinking skills—and that such skills, in turn, support achievement in subjects like science and math.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sciencedaily.com/releases/2012/06/120613102005.htm\">a study published this month\u003c/a> in the journal \u003cem>Developmental Psychology\u003c/em>, for example, scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems. Researcher Elizabeth Gunderson and her coauthors asked students in first and second grade to select the single shape from among four choices that would correctly complete a square. The kids who spotted the right shape also showed the most growth in their number-line knowledge over the following school year, and scored highest on a measure of mathematics ability at age eight.\u003c/p>\n\u003cp>How do children acquire spatial-thinking skills in the first place? Research shows that playing with blocks and puzzles helps. What’s really important, however, are the conversations that adults and children have as they interact with these toys, and as they observe the world around them. In \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">a study published last year\u003c/a> in the journal \u003cem>Mind, Brain, and Education\u003c/em>, for example, Temple University\u003c!--more--> psychology professor Nora Newcombe and her coauthors found that parents and children playing with blocks together were much more likely to use spatial terms like “over,” “around,” and “through,” than participants who played with a pre-assembled toy—and that it’s hearing and voicing such words that helps improve children’s spatial awareness.\u003c/p>\n\u003cp>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">Another 2011 study,\u003c/a> this one from the University of Chicago, reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\"Spatial thinkers are likely to be more interested in science and math, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Why's this noteworthy? Spatial thinking skills, the researchers point out, are an important predictor of academic achievement and professional success in the STEM fields of science, technology, engineering, and mathematics, and these skills begin developing—or not—in children’s own homes. A large study called Project Talent, for example, “found that people who had high scores on spatial tests in high school were much more likely to major in STEM disciplines and go into STEM careers,” Newcombe, the Temple University psychologist, noted \u003ca href=\"www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">in a recent article \u003c/a>in the journal \u003cem>American Educator\u003c/em>\u003cem>.\u003c/em> “Spatial thinkers are likely to be more interested in science and math than less spatial thinkers, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Far as their influence may reach into adults’ educational and professional lives, spatial skills begin developing—or not—early on in children's own homes. The 2011 Chicago study, which videotaped parents and children as they went about their daily lives, found a huge range in the number of spatial words the adults used over the course of the almost 14 hours of videotape collected from each family: one caregiver used only five such terms, while another used 525.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We would do well to follow the example of the latter parent and begin describing the world in 3D—helping our children develop the habit of seeing the world in all its dimensions.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1406655893,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":679},"headData":{"title":"How Thinking in 3D Can Improve Math and Science Skills | KQED","description":"All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us:","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"22241 http://blogs.kqed.org/mindshift/?p=22241","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/22/how-spatial-thinking-can-improve-math-and-science-skills/","disqusTitle":"How Thinking in 3D Can Improve Math and Science Skills ","path":"/mindshift/22241/how-spatial-thinking-can-improve-math-and-science-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/arwen-abendstern/2070992813/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22256\" title=\"2070992813_214a6558bc_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/2070992813_214a6558bc_z-620x291.jpg\" alt=\"\" width=\"620\" height=\"291\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">All of us, children included, live in a three-dimensional universe—but too often parents and teachers act as if the physical world is as flat as a worksheet or the page of a book. We call kids’ attention to numbers and letters, but we neglect to remark upon the spatial properties of the objects around us: how tall or short they are, how round or pointy, how close or far. Growing evidence suggests that a focus on these characteristics of the material world can help children hone their spatial thinking skills—and that such skills, in turn, support achievement in subjects like science and math.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.sciencedaily.com/releases/2012/06/120613102005.htm\">a study published this month\u003c/a> in the journal \u003cem>Developmental Psychology\u003c/em>, for example, scientists from the University of Chicago reported that young children who understand how shapes fit together are better able to use a number line and to solve computation problems. Researcher Elizabeth Gunderson and her coauthors asked students in first and second grade to select the single shape from among four choices that would correctly complete a square. The kids who spotted the right shape also showed the most growth in their number-line knowledge over the following school year, and scored highest on a measure of mathematics ability at age eight.\u003c/p>\n\u003cp>How do children acquire spatial-thinking skills in the first place? Research shows that playing with blocks and puzzles helps. What’s really important, however, are the conversations that adults and children have as they interact with these toys, and as they observe the world around them. In \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2011.01122.x/abstract\">a study published last year\u003c/a> in the journal \u003cem>Mind, Brain, and Education\u003c/em>, for example, Temple University\u003c!--more--> psychology professor Nora Newcombe and her coauthors found that parents and children playing with blocks together were much more likely to use spatial terms like “over,” “around,” and “through,” than participants who played with a pre-assembled toy—and that it’s hearing and voicing such words that helps improve children’s spatial awareness.\u003c/p>\n\u003cp>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01088.x/abstract\">Another 2011 study,\u003c/a> this one from the University of Chicago, reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\"Spatial thinkers are likely to be more interested in science and math, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Why's this noteworthy? Spatial thinking skills, the researchers point out, are an important predictor of academic achievement and professional success in the STEM fields of science, technology, engineering, and mathematics, and these skills begin developing—or not—in children’s own homes. A large study called Project Talent, for example, “found that people who had high scores on spatial tests in high school were much more likely to major in STEM disciplines and go into STEM careers,” Newcombe, the Temple University psychologist, noted \u003ca href=\"www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">in a recent article \u003c/a>in the journal \u003cem>American Educator\u003c/em>\u003cem>.\u003c/em> “Spatial thinkers are likely to be more interested in science and math than less spatial thinkers, and are more likely to be good enough at STEM research to get advanced degrees.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Far as their influence may reach into adults’ educational and professional lives, spatial skills begin developing—or not—early on in children's own homes. The 2011 Chicago study, which videotaped parents and children as they went about their daily lives, found a huge range in the number of spatial words the adults used over the course of the almost 14 hours of videotape collected from each family: one caregiver used only five such terms, while another used 525.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We would do well to follow the example of the latter parent and begin describing the world in 3D—helping our children develop the habit of seeing the world in all its dimensions.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22241/how-spatial-thinking-can-improve-math-and-science-skills","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20530","mindshift_47"],"featImg":"mindshift_22256","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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