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＜電子ブック＞
The Impact of Scale on Children’s Spatial Thought : A Quantitative Study for Two Settings in Geometry Education / by Cathleen Heil
(Studien zur theoretischen und empirischen Forschung in der Mathematikdidaktik. ISSN:25238612)

版	1st ed. 2020.
出版者	(Wiesbaden : Springer Fachmedien Wiesbaden : Imprint: Springer Spektrum)
出版年	2020
大きさ	XXVII, 464 p. 107 illus : online resource
著者標目	*Heil, Cathleen author SpringerLink (Online service)
件　名	LCSH:Mathematics LCSH:Geometry FREE:General Mathematics and Education FREE:General Mathematics FREE:Geometry
一般注記	Introduction -- Conceptualizing Spatial Cognition -- Understanding Spatial Abilities at Different Scales of Space -- Reviewing Empirical Findings of Spatial Abilities at Different Scales of Space -- Design of the Empirical Study -- Testing Material for Small-Scale Spatial Abilities -- Testing Material for Large-Scale Spatial Abilities -- Additional Testing Material -- Data Collection -- Children’s Small-Scale Spatial Abilities -- Children’s Large-Scale Spatial Abilities -- Relations Between Children’s Small-Scale and Large-Scale Spatial Abilities -- Discussion, Limitations, and Implications -- Conclusion In this book, Cathleen Heil addresses the question of how to conceptually understand children’s spatial thought in the context of geometry education. She proposes that in order to help children develop their abilities to successfully grasp and manipulate the spatial relations they experience in their everyday lives, spatial thought should not only be addressed in written or tabletop settings at school. Instead, geometry education should also focus on settings involving real space, such as during reasoning with maps. In a first part of this book, she theoretically addresses the construct of spatial thought at different scales of space from a cognitive psychological point of view and shows that maps can be rich sources for spatial thinking. In a second part, she proposes how to measure children’s spatial thought in a paper-and-pencil setting and map-based setting in real space. In a third, empirical part, she examines the relations between children’s spatial thought in those two settings both at a manifest and latent level. About the author Cathleen Heil is a research assistant at the Institute of Mathematics and its Didactics at Leuphana University Lüneburg. She received her PhD under supervision of Prof. Dr. Silke Ruwisch. She is currently a fellow of Deutsche Telekom Stiftung, examining how learning environments involving maps may improve children‘s spatial thought in geometry education HTTP:URL=https://doi.org/10.1007/978-3-658-32648-7

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