Spatial Reasoning in Mathematics: A Cross-Field Perspective on Deaf and General Education Research
Overview & Synopsis
Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education.
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Spatial Reasoning in Mathematics: A Cross-Field Perspective on Deaf and General Education Research |
|---|---|
| Author / Organization | Thom, Jennifer S., Hallenbeck, Taylor |
| Subject & Discipline | Spatial Ability, Mathematics Education, Deafness |
| Categories | Education & Pedagogy |
| Publication Year | 2022 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-189951 |
| Original Source Link | Visit Source Page on eric.ed.gov » |