2.1.3 Shape Up: Developing Spatial Abilities for STEAM Expertise and Innovation

Ever since Plato’s Academy for which knowledge of geometry was an entrance requirement, we have recognized the importance of spatial reasoning - the ability to physically and mentally generate, locate, represent, move and transform visual images and structures and think logically about relationships among them. Many of histories’ most important discoveries were due to spatial reasoning and virtually every STEAM field requires this ability to reason about and represent spatial concepts. This ability must be developed in gifted as well as general education (Anderson, 2014). As noted over fifty years ago, “At the present time, there is a developing educational crisis, because of the unsatisfied demand for personnel trained and qualified in all fields in which spatial ability is of fundamental importance. The technical revolution has put a premium on spatial ability at all levels, whether required for tile-laying or topology.” (Smith, 1964). In a fifty-year follow-up study of mathematically precocious youth, spatial thinking has been found to be an important predictor of achievement in STEM disciplines (Wai, Lubinski & Benbow, 2009). In spite of the acknowledged importance of spatial reasoning, it is an oft-neglected aspect of our curriculum. It is a critical component of mathematics and goes far beyond naming geometric shapes in elementary school or memorizing geometric proofs in high school. If mathematics is defined as the study of patterns, recognizing, creating, and generalizing spatial patterns in two- and three-dimensions and beyond is a major part of spatial reasoning and of mathematics in general. It is a misconception to think that spatial thinking skills are fixed. Like other mental abilities, spatial reasoning can improve with proper experiences and practice (Uttal et al., 2013). In addition, some studies have shown that improvements in spatial reasoning can transfer to other mathematical areas (Cheng & Mix, 2012; Verdine et al., 2013). Schools play an important role in improving these skills, especially for girls (Casey et al., 2008) and students from low SES neighborhoods (Tepylo, Moss & Hawes, 2014). In this session, after briefly summarizing some of this data, we will explore proven, research-based spatial reasoning activities from the National Science Foundation-funded Project M^2: Mentoring Young Mathematicians (www.projectm2.org) for students in kindergarten through second grade and the U. S. Department of Education Javits-funded Project M^3: Mentoring Mathematical Minds (www.projectm3.org) for grades three through six students.

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