Spatial Reasoning Supports Preschool Numeracy: Findings From a Large-Scale Nationally Representative Randomized Control Trial

Author:
Ilyse Resnick University of Canberra

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Tom Lowrie University of Canberra

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Volume/Issue:
Volume 54: Issue 5
Page(s):
295–316
DOI:
https://doi.org/10.5951/jresematheduc-2022-0051
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Keywords:
Spatial reasoning; Numeracy; Play-based learning; Preschool; Mathematics

We assessed the efficacy of two spatial learning programs grounded in early years learning pedagogical theory to improve numeracy performance in preschool. Engagement with a play-based spatial program led to better overall spatial reasoning and transferred to better numeracy compared with a business-as-usual control, underscoring the importance of embedding spatial learning within strong pedagogy and authentic preschool contexts. Engagement with the same spatial program using a spatialized curriculum (e.g., gesture, sketching) showed large additive effects, highlighting the role of spatial reasoning tools to support transfer of spatial reasoning to numeracy. The effects of the two interventions were moderated by spatial reasoning, with children with lower spatial reasoning making the most gains in numeracy.

Footnotes

The guest editor for this article was Douglas Clements.

Contributor Notes

Ilyse Resnick, STEM Education Research Centre, University of Canberra, Bruce, ACT, Australia, 2617; ilyse.resnick@canberra.edu.au

Tom Lowrie, STEM Education Research Centre, University of Canberra, Bruce, ACT, Australia, 2617; thomas.lowrie@canberra.edu.au

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
22
Article Category:
Research Article
Received:
25 Aug 2022
Accepted:
24 Oct 2022
Print Publication Date:
01 Nov 2023
Online Publication Date:
Nov 2023
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