Gorilla
发表于 2025-3-23 10:26:56
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heterodox
发表于 2025-3-23 15:36:30
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Accessible
发表于 2025-3-23 21:49:03
The Interaction Between Spatial Reasoning Constructs and Mathematics Understandings in Elementary Clve on mathematics assessment. The extent to which spatial training can enhance student’s math performance is also considered in relation to these three constructs. Implications highlight the potential of explicitly focusing on spatial reasoning in math classrooms, given the malleability of instruction and ongoing affordances of technology.
magnate
发表于 2025-3-24 00:37:39
From Intuitive Spatial Measurement to Understanding of Units difficulties with standardized measurement units. The chapter ends by suggesting that the most effective instruction may be that which directly harnesses the power of children’s early intuitive reasoning as those children navigate the transition into a deeper conceptual understanding of standardized units of measure.
太空
发表于 2025-3-24 06:06:18
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金丝雀
发表于 2025-3-24 06:46:34
More Space, Better Mathematics: Is Space a Powerful Tool or a Cornerstone for Understanding Arithmets. However, benefits of SNA trainings on math skills seem to reinforce the claim of primary SNA role. Nevertheless, tasks used in such trainings may tap cognitive operations required in arithmetic, but not SNA representations themselves. Therefore, using space is a powerful tool rather than a cornerstone for math.
比目鱼
发表于 2025-3-24 10:59:36
Learning Through and from Drawing in Early Years Geometryween two-dimensional and three-dimensional perceptions of geometric figures. We seek to forge new ways of including drawing as part of the teaching and learning of geometry and offer new ways of thinking about and analyzing the types of spatial/geometric reasoning young children are capable of.
Insubordinate
发表于 2025-3-24 15:06:48
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exceed
发表于 2025-3-24 20:56:09
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屈尊
发表于 2025-3-25 02:52:02
From Intuitive Spatial Measurement to Understanding of Unitsstanding of measurement units in school settings. In doing so, the chapter reveals that children’s early competence in intuitive spatial thinking does not translate directly into success with standardized measurement units without appropriate scaffolding and support. Findings from cognitive science