Relevant bibliographies by topics / Spatial teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Spatial teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Spatial teaching"

1

Hennessy, Jeff T. "Teaching Spatial Awareness." Journal of Physical Education, Recreation & Dance 56, no. 3 (March 1985): 42–44. http://dx.doi.org/10.1080/07303084.1985.10603722.

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Stevens-Smith, Deborah. "Teaching Spatial Awareness to Children." Journal of Physical Education, Recreation & Dance 75, no. 6 (August 2004): 52–56. http://dx.doi.org/10.1080/07303084.2004.10607258.

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Griffith, Daniel A. "Teaching spatial autocorrelation by simulation." Journal of Geography in Higher Education 11, no. 2 (October 1987): 143–53. http://dx.doi.org/10.1080/03098268708709008.

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Rißler, Georg, Andrea Bossen, and Nina Blasse. "School as Space: Spatial Alterations, Teaching, Social Motives, and Practices." Studia paedagogica 19, no. 4 (2014): 145–60. http://dx.doi.org/10.5817/sp2014-4-7.

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Tate, Nicholas J., Claire H. Jarvis, and Kate E. Moore. "Locating spatial thinking in teaching practice." Computers, Environment and Urban Systems 29, no. 2 (March 2005): 87–91. http://dx.doi.org/10.1016/j.compenvurbsys.2004.12.001.

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Wang, Chih-Yueh, and Ching-Han Hou. "Teaching Differentials in Thermodynamics Using Spatial Visualization." Journal of Chemical Education 89, no. 12 (October 2012): 1522–25. http://dx.doi.org/10.1021/ed200711u.

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Hemmasi, Mohammed. "Spatial Diffusion of Islam: A Teaching Strategy." Journal of Geography 91, no. 6 (November 1992): 263–72. http://dx.doi.org/10.1080/00221349208979108.

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宋, 伟伟. "Discussion on Teaching of “Spatial Database Theory”." Geomatics Science and Technology 03, no. 01 (2015): 1–5. http://dx.doi.org/10.12677/gst.2015.31001.

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Ache, Peter. "Teaching Spatial Planners for the 21st Century." disP - The Planning Review 53, no. 2 (April 3, 2017): 28–29. http://dx.doi.org/10.1080/02513625.2017.1340537.

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Cox, Nicholas J. "Teaching and learning spatial autocorrelation: a review." Journal of Geography in Higher Education 13, no. 2 (January 1989): 185–90. http://dx.doi.org/10.1080/03098268908709084.

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Dissertations / Theses on the topic "Spatial teaching"

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Dobnik, Simon. "Teaching mobile robots to use spatial words." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:d3e8d606-212b-4a8e-ba9b-9c59cfd3f485.

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The meaning of spatial words can only be evaluated by establishing a reference to the properties of the environment in which the word is used. For example, in order to evaluate what is to the left of something or how fast is fast in a given context, we need to evaluate properties such as the position of objects in the scene, their typical function and behaviour, the size of the scene and the perspective from which the scene is viewed. Rather than encoding the semantic rules that define spatial expressions by hand, we developed a system where such rules are learned from descriptions produced by human commentators and information that a mobile robot has about itself and its environment. We concentrate on two scenarios and words that are used in them. In the first scenario, the robot is moving in an enclosed space and the descriptions refer to its motion ('You're going forward slowly' and 'Now you're turning right'). In the second scenario, the robot is static in an enclosed space which contains real-size objects such as desks, chairs and walls. Here we are primarily interested in prepositional phrases that describe relationships between objects ('The chair is to the left of you' and 'The table is further away than the chair'). The perspective can be varied by changing the location of the robot. Following the learning stage, which is performed offline, the system is able to use this domain specific knowledge to generate new descriptions in new environments or to 'understand' these expressions by providing feedback to the user, either linguistically or by performing motion actions. If a robot can be taught to 'understand' and use such expressions in a manner that would seem natural to a human observer, then we can be reasonably sure that we have captured at least something important about their semantics. Two kinds of evaluation were performed. First, the performance of machine learning classifiers was evaluated on independent test sets using 10-fold cross-validation. A comparison of classifier performance (in regard to their accuracy, the Kappa coefficient (κ), ROC and Precision-Recall graphs) is made between (a) the machine learning algorithms used to build them, (b) conditions under which the learning datasets were created and (c) the method by which data was structured into examples or instances for learning. Second, with some additional knowledge required to build a simple dialogue interface, the classifiers were tested live against human evaluators in a new environment. The results show that the system is able to learn semantics of spatial expressions from low level robotic data. For example, a group of human evaluators judged that the live system generated a correct description of motion in 93.47% of cases (the figure is averaged over four categories) and that it generated the correct description of object relation in 59.28% of cases.
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Brokaw, Jodi Lyn. "Picture it: visual-spatial teaching to improve science learning." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/brokaw/BrokawJ0812.pdf.

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All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one learning style to best suit their needs, but prefer one style instead of another. The purpose of this study was to evaluate whether integrating a visual-spatial teaching style would improve student test scores in the classroom and if they would retain the new content. Visual-spatial activities were incorporated into the lessons on a daily basis to support the learning of vocabulary. The research also allowed for the identification of students who preferred this learning style rather than other styles of learning. Assessments and student interviews were used to determine whether this style of learning was effective in the classroom. A comparison of the data showed an increase in test scores from the pre-test to the post-tests. Student interviews reported that they preferred learning with the visual-spatial strategies.
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Alias, Maizam. "Spatial visualisation ability and problem solving in civil engineering." Thesis, Online version, 2000. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.325666.

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Manners, Tyler Paul. "Rhetorical alternatives of free verse: A spatial perspective." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/572.

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Owens, Kay Dianne, and mikewood@deakin edu au. "Spatial thinking processes employed by primary school students engaged in mathematical problem solving." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.100440.

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This thesis describes changes in the spatial thinking of Year 2 and Year 4 students who participated in a six-week long spatio-mathematical program. The main investigation, which contained quantitative and qualitative components, was designed to answer questions which were identified in a comprehensive review of pertinent literatures dealing with (a) young children's development of spatial concepts and skills, (b) how students solve problems and learn in different types of classrooms, and (c) the special roles of visual imagery, equipment, and classroom discourse in spatial problem solving. The quantitative investigation into the effects of a two-dimensional spatial program used a matched-group experimental design. Parallel forms of a specially developed spatio-mathematical group test were administered on three occasions—before, immediately after, and six to eight weeks after the spatial program. The test contained items requiring spatial thinking about two-dimensional space and other items requiring transfer to thinking about three-dimensional space. The results of the experimental group were compared with those of a ‘control’ group who were involved in number problem-solving activities. The investigation took into account gender and year at school. In addition, the effects of different classroom organisations on spatial thinking were investigated~one group worked mainly individually and the other group in small cooperative groups. The study found that improvements in scores on the delayed posttest of two-dimensional spatial thinking by students who were engaged in the spatial learning experiences were statistically significantly greater than those of the control group when pretest scores were used as covariates. Gender was the only variable to show an effect on the three-dimensional delayed posttest. The study also attempted to explain how improvements in, spatial thinking occurred. The qualitative component of the study involved students in different contexts. Students were video-taped as they worked, and much observational and interview data were obtained and analysed to develop categories which were described and inter-related in a model of children's responsiveness to spatial problem-solving experiences. The model and the details of children's thinking were related to literatures on visual imagery, selective attention, representation, and concept construction.
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Yuen, Kin-sun, and 袁建新. "Solving mathematical problems: a verificationof a spatial representation model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31231470.

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Lee, Yu-fung, and 李如鳳. "Develop students' spatial ability with physical and virtual manipulatives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35677806.

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Cowley, Jane. "Developing and using an assessment instrument for spatial skills in Grade 10 geometry learners." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017336.

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This qualitative investigation took the form of a case study and fell within the interpretive research paradigm. The Mathematics Chair at the Education Department of Rhodes University launched the Mathematics Teacher Enrichment Programme (MTEP) in 2010 in order to combat poor Mathematics performance of learners in the lower Albany district of the Eastern Cape. The challenge that the participating MTEP teachers faced was a lack of time available to implement new teaching ideas. This was because most of their time was spent catching up “lost” or untaught concepts in the classroom. To address this problem, the Catch-Up Project was launched, whereby selected Mathematics teachers in the area taught lost concepts to Grade Ten learners during afternoon classes in an attempt to improve their fundamental Mathematics knowledge. In order to establish which sections of Mathematics were more difficult for the learners in this programme, bench mark tests were administered biannually. Whilst these tests certainly identified deficient areas within their Mathematics knowledge, the poorest performance areas were the sections of the syllabus which were spatial in nature, such as Space and Shape and Geometry. However, a more in depth assessment tool was required to establish which specific spatial skills the learners were not able to employ when doing these Geometry tasks. To this end, the Spatial Skills Assessment Tasks (SSAT) was developed. It consisted of traditional text book type Geometry tasks and real-world context tasks, both of which were used to assess six spatial skills deemed crucial to successfully facilitate learning Geometry. The case study took place in two of the schools which participated in the Grade Ten Catch-Up project. The case was focused on Grade Ten learners and the unit of analysis was their responses to the SSAT instrument. The learners that participated all did so on a strictly voluntary basis and great care was taken to protect their wellbeing and anonymity at all times. The results of the SSAT instrument revealed that the real world context tasks were in general far more successfully answered than the traditional text book type questions. Important trends in learner responses were noted and highlighted. For example, geometric terminology remains a huge challenge for learners, especially as they study Mathematics in their second language. The ability of the learners to differentiate between such concepts as congruency and similarity is severely compromised, partly due to a lack of terminological understanding but also due to a perceived lack of exposure to the material. Concepts such as verticality and horizontality also remain a huge challenge, possibly for the same reasons. They are poorly understood and yet vital to achievement in Geometry. Recommendations for the development and strengthening of spatial skills support the constructivist approach to learning. Hands on activities and intensive sustained practice over a period of a few months, in which both teachers and learners are actively involved in the learning process, would be considered most beneficial to the long term enhancement of these vital spatial skills and to the learning of Geometry in general.
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Britz, Hendrina Wilhemina. "The use of Geographical Information Systems for the promotion of spatial cognition, spatial perspective taking and problem solving in school level geography." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020298.

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A question asked at the United States of America (USA) National Council for Geographic Education (NCGE) conference in 1967, namely, what learning does GIS allow that other ways do not and whether teaching GIS at school level is worth the time and effort required to implement it, remains largely unanswered. Literature searches suggest that little more has been done since 1967 to investigate the effectiveness of GIS in education, or that there are any findings to suggest that GIS is worth the time and effort to implement in schools. Internationally the implementation of GIS software and geo-spatial data in schools has been slow, and South Africa is no exception. The main reasons given for slow implementation internationally have included lack of resources, lack of training and lack of time. The majority of secondary schools that offer Geography in the Port Elizabeth Education District, South Africa, teach GIS theory without the use of GIS software and geo-spatial data. The purpose of this research was to elicit the perceptions of secondary school level Geography teachers and learners of the benefits, barriers and obstacles to implementing GIS software and geo-spatial data as a teaching strategy. As a focused exercise to investigate what learning using GIS allows that other ways do not, this study also investigated whether using GIS as a teaching and learning strategy enables the promotion of learners spatial cognition, spatial perspective taking and problem solving abilities better than traditional methods do. The findings are viewed through the lens of developing Crystallized Intelligence (Gc), Spatial Intelligence (Gv) and Fluid Intelligence (Gf), respectively. The study followed a concurrent transformative mixed methods design with pre-post testing and the use of crossover experimental and control groups to generate both qualitative and quantitative data. Questionnaires aimed at all secondary Geography teachers in the Port Elizabeth Education District were used to assess how GIS is taught in their schools and to evaluate their perceptions of the benefits and barriers of implementing GIS software and geo-spatial data in the classroom. Four secondary school Geography teachers in four schools volunteered to take part in the experimental aspects of the study. Empirical data on the development of spatial cognition, spatial perspective taking, and problem solving were generated via pre- and post-tests in which the grade 11 Geography learners participated. Experimental and comparison groups of learners wrote four different types of pre- and post-tests where the experimental groups worked on GIS software with geo-spatial data while the comparison groups used traditional methods. Teacher interviews and learner interviews were also conducted to assess attitudes towards GIS software and geo-spatial data as a teaching strategy. The results from this aspect of the study mirrored the benefits and barriers to implementing GIS in schools recorded in international literature. However, and possibly more importantly, the empirical data generated by the learners revealed that GIS software and geo-spatial data do statistically significantly promote better spatial cognition (Crystallized Intelligence) and spatial perspective taking (Spatial Intelligence) than traditional methods do (i.e. using atlases, rulers and calculators). No improvement was found in the experimental groups‟ problem solving abilities. This report offers possible explanations and recommendations in terms of socio-cultural findings from other educational studies on the effects of exploratory talk on the development of Fluid Intelligence. Recommendations are made for the attention of curriculum developers, teachers, school principals, departmental officials and other educational stakeholders in terms of what is required for the successful implementation of GIS software and the use of geo-spatial data in secondary school Geography classes.
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Kayhan, Emine Banu. "Strategies And Difficulties In Solving Spatial Visualization Problems:a Case Study With Adults." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614344/index.pdf.

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The purpose of the present study is to investigate the spatial strategies of adults and the difficulties they experience while solving spatial visualization problems. To achieve this purpose, a case study is conducted and the case of this study is the group of five adults studying secondary or elementary mathematics education in a public university in Ankara. Spatial Ability Test (SAT) and task based interviews are utilized to determine the participants&rsquo
spatial abilities
and to interpret their strategies, and their difficulties in solving spatial visualization problems. The present study reveals that, the participants&rsquo
spatial strategies are mainly categorized as: holistic, analytic and intermediate strategies. Moreover, substrategies are defined
for holistic strategies
mental rotation and mental manipulation strategies
for analytic strategies, key feature and counting strategies
and for intermediate strategies, partial rotation, partial manipulation and pattern-based strategies. Additionally, for each sub-strategy different ways of using that strategy are defined. As an example when using mental manipulation strategy, participants use two different ways
imagining the folding and imagining the sequence. It is also concluded that when the strategies are selected, characteristics of the problems are important. This study shows that the difficulties of the participants in solving spatial visualization problems can be mainly categorized as: limited flexibility and inadequate proficiency. The results of this study provides detailed descriptions of strategies and difficulties of adults in solving spatial visualization problems to be used in designing tools for assessment or development of spatial visualization ability.
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Books on the topic "Spatial teaching"

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Winter, Mary Jean. Spatial visualization. Menlo Park, Calif: Addison-Wesley, 1986.

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Kelly, Brendan. Geometry & spatial sense module. Toronto, ON: Ontario Ministry of Education and Training, 1999.

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J, Morrow Lorna, and National Council of Teachers of Mathematics., eds. Geometry and spatial sense. Reston, Va: National Council of Teachers of Mathematics, 1993.

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Balka, Don Stephen. Gaining spatial sense with pattern blocks. Peabody, MA: Didax Educational Resources, 1991.

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I͡Akimanskai͡a, I. S. The development of spatial thinking in schoolchildren. Edited by Wilson Patricia S and Davis Edward J. Reston, Va: National Council of Teachers of Mathematics, 1991.

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Publications, Scholastic-TAB, ed. The tone of teaching. Richmond Hill, Ont: Scholastic-TAB, 1986.

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The tone of teaching. Portsmouth, N.H: Heinemann, 1986.

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Rosner, Jerome. SASP: Spatial Awareness Skills Program. Austin, Tex. (8700 Shoal Creek Blvd., Austin 78757-6897): Pro-ed, 1999.

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Robert, Kolvoord, ed. Making spatial decisions using GIS: A workbook. 2nd ed. Redlands, Calif: ESRI Press, 2012.

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Davidson, Patricia S. Spatial problem solving with Cuisenaire rods. Vernon Hills, IL: ETA Cuisenaire, 2002.

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Book chapters on the topic "Spatial teaching"

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Clements, Douglas H., and Julie Sarama. "Spatial Thinking." In Learning and Teaching Early Math, 161–84. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-7.

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Smith, Linsey, Raedy M. Ping, Bryan J. Matlen, Micah B. Goldwater, Dedre Gentner, and Susan Levine. "Mechanisms of Spatial Learning: Teaching Children Geometric Categories." In Spatial Cognition IX, 325–37. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11215-2_23.

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Zhen, Chen, Chen Rongguo, and Xie Jiong. "Fine-Grained Spatial Access Control in Spatial Database." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 823–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_111.

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Zhang, YanXiang, and ZiQiang Zhu. "Interactive Spatial AR for Classroom Teaching." In Lecture Notes in Computer Science, 463–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40621-3_34.

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Bodenhamer, David J., and Ian N. Gregory. "Teaching Spatial Literacy and Spatial Technologies in the Digital Humanities." In Teaching Geographic Information Science and Technology in Higher Education, 231–46. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch16.

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Tompkins, Joanne. "Teaching Spatial Theory and Theatre ‘Site-Specifically’." In International Performance Research Pedagogies, 163–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53943-0_12.

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Dane, Jo. "The Effective Teaching and Learning Spatial Framework." In Evaluating Learning Environments, 211–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-537-1_15.

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Murray, Garold. "Researching the Spatial Dimension of Learner Autonomy." In Autonomy in Language Learning and Teaching, 93–113. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52998-5_6.

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Yang, Song, Li Jianping, and Cai Chaoshi. "An Improved Spatial Division Multiplexing of STBC Scheme Based on BICM." In Advanced Technology in Teaching, 737–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_103.

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Dimmel, Justin, and Camden Bock. "Dynamic Mathematical Figures with Immersive Spatial Displays: The Case of Handwaver." In Technology in Mathematics Teaching, 99–122. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19741-4_5.

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Conference papers on the topic "Spatial teaching"

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Nikander, Jussi, and Juha Helminen. "Algorithm Visualization in Teaching Spatial Data Algorithms." In 2007 11th International Conference Information Visualization (IV '07). IEEE, 2007. http://dx.doi.org/10.1109/iv.2007.21.

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Cagigal, Manuel P., Vidal F. Canales, Pedro J. Valle, Jose E. Oti, and Daniel M. de Juana. "Teaching optics with a spatial light modulator." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468709.

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Hong, Jon-Chao, Ming-Yueh Hwang, Kai-Hsin Tai, and Chi-Ruei Tsai. "Training Spatial Ability through Virtual Reality." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615333.

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González Arevalo, Luis Ernesto, Estefanía Prieto Larios, and Gustavo De la Cruz Martínez. "PROJECT-BASED LEARNING IN THE TEACHING OF SPATIAL REPRESENTATIONS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1512.

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Duffy, Gavin, Sheryl Sorby, Presentacion Rivera Reves, Tom Delahunty, Lance Perez, and Jayashri Ravishankar. "The Link between Spatial Skills and Engineering Problem-Solving." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615193.

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Liao, Yi-Ting, Chih-Hung Yu, and Cheng-Chih Wu. "Learning Geometry with Augmented Reality to Enhance Spatial Ability." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.40.

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Johal, Wafa, Alexis Jacq, Ana Paiva, and Pierre Dillenbourg. "Child-robot spatial arrangement in a learning by teaching activity." In 2016 25th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2016. http://dx.doi.org/10.1109/roman.2016.7745169.

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Manoliu, Raluca. "DEVELOPING SPATIAL AESTHESIS THROUGH PHENOMENOLOGICAL APPROACHES TO TEACHING ARCHITECTURAL HISTORY." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/9.

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Jia Liu and Weimin Guo. "A teaching model of spatial design by computer-aided design." In 2009 IEEE 10th International Conference on Computer-Aided Industrial Design & Conceptual Design. IEEE, 2009. http://dx.doi.org/10.1109/caidcd.2009.5375206.

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Surynkova, Petra. "EXPERIENCES GAINED FROM TEACHING SPATIAL GEOMETRY WITH 3D COMPUTER MODELING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1429.

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