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Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP) intervention in the primary school

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Abstract

As part of the Connecting Mathematics Learning through Spatial Reasoning project, a Spatial Reasoning Mathematics Program (SRMP) intervention was implemented with one cohort of 30 students in grades 3 through 4. The SRMP embedded transformation skills in learning sequences comprising repeating and growing patterns, 2D and 3D relationships, structuring area and perimeter, directionality and perspective-taking. Analysis indicated a significantly better gain by the experimental group on the PASA-2 measure of awareness of pattern and structure and on the PASA-Sp assessment of spatial ability at the post-SRMP period. However, there were no significant differences found between groups on the PATMaths4 test of mathematics achievement. Qualitative analyses indicated that students demonstrated the development of complex spatial concepts well beyond curriculum expectations. The SRMP highlighted the important role of patterning and spatial structuring in the formation and representation of spatial concepts.

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Acknowledgements

We are very grateful to the students and teachers who participated.

Funding

This research was supported by an Australian Research Council Discovery project award (DP170101588) Connecting mathematics learning through spatial reasoning.

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Authors and Affiliations

  1. Macquarie School of Education, Macquarie University, Sydney, Australia

    Joanne Mulligan, Michael Mitchelmore, Susan Busatto & Jennifer Lai

  2. School of Education, Southern Cross University, Lismore, Australia

    Geoff Woolcott

  3. Werklund School of Education, University of Calgary, Calgary, Canada

    Brent Davis

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  1. Joanne Mulligan
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  2. Geoff Woolcott
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  3. Michael Mitchelmore
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  4. Susan Busatto
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  5. Jennifer Lai
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  6. Brent Davis
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Correspondence to Joanne Mulligan.

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Mulligan, J., Woolcott, G., Mitchelmore, M. et al. Evaluating the impact of a Spatial Reasoning Mathematics Program (SRMP) intervention in the primary school. Math Ed Res J 32, 285–305 (2020). https://doi.org/10.1007/s13394-020-00324-z

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  • DOI: https://doi.org/10.1007/s13394-020-00324-z

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