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Journal articles on the topic 'Spatial teaching'

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

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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Griffith, Daniel A. "Teaching spatial statistics to geographers using MINITAB." Journal of Geography in Higher Education 16, no. 1 (January 1992): 45–59. http://dx.doi.org/10.1080/03098269208709165.

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Phillips, David, James C. Hannon, and Sergio Molina. "Teaching Spatial Awareness is Small–Sided Games." Strategies 28, no. 2 (March 2, 2015): 11–16. http://dx.doi.org/10.1080/08924562.2014.1001101.

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13

Šafranj, Jelisaveta, and Jelena Zivlak. "Spatial-visual intelligence in teaching students of engineering." Research in Pedagogy 8, no. 2 (2018): 71–83. http://dx.doi.org/10.17810/2015.72.

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Nikander, Jussi, Juha Helminen, and Ari Korhonen. "Algorithm Visualization System for Teaching Spatial Data Algorithms." Journal of Information Technology Education: Innovations in Practice 9 (2010): 201–25. http://dx.doi.org/10.28945/1305.

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15

J. Woodley, Carolyn, Sean Fagan, and Sue Marshall. "Wadawurrung Dya Baap Ngobeeyt: teaching spatial mapping technologies." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 276–87. http://dx.doi.org/10.1108/cwis-10-2013-0059.

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Purpose – Aboriginal communities in Australia must have mapping information and technology to effectively and independently administer their land holdings and to define, evidence and thus protect their community and cultural identity. The purpose of this paper is to report on a pilot project that developed a customisable education programme to support Indigenous communities in the uptake of spatial mapping technologies to protect and manage cultural heritage in Victoria, Australia. Design/methodology/approach – A training programme to support Wadawurrung capabilities in spatial mapping technologies was developed, delivered and evaluated. Concurrently, the system's database was indigenised by Wadawurrung cultural heritage workers. Types and numbers of culturally significant sites mapped using the technologies were collated. The impact of the training and technologies for students and the Wadawurrung community was gauged through participation levels and evaluations. The approach to indigenous spatial mapping projects is informed by postcolonial theories interrogating neo-colonialist cartographic practices. Findings – Indigenous communities need to be resourced in the uptake of spatial mapping technologies and if universities are going to be involved in co-developing positive learning experiences that encourage the uptake of the technologies, they must have appropriate and respectful relationships with Aboriginal communities. Training programmes need to accommodate learners with diverse educational experiences and technological wherewithal. Research limitations/implications – Findings from the training evaluations are based on a small number of participants; however, they seem to be supported by literature. Practical implications – The education model developed is customisable for any Indigenous community in Australia. Social implications – The social and political importance of spatial mapping technologies for Indigenous Australians is evident as is the need for educational providers to have appropriate and respectful relationships with Aboriginal communities to co-develop positive learning experiences that encourage the uptake of the technologies. Originality/value – The Wadawurrung Dya Baap Ngobeeyt Cultural Heritage Mapping and Management Project developed practical strategies to build community capacity in Aboriginal Cultural Heritage Management and Protection. The educational programme developed supported learners to use technologies in cultural heritage management. Data were collected using community-developed fields for inclusion and culturally appropriate encryption of data.
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16

Love, Joan Scott. "Studio teaching experiments – spatial transitioning for autism schools." Archnet-IJAR: International Journal of Architectural Research 13, no. 1 (March 18, 2019): 39–57. http://dx.doi.org/10.1108/arch-11-2018-0019.

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Purpose The purpose of this paper is to evaluate a teaching model involving an experimental studio project for first-year interior architecture university students. Design/methodology/approach Content, process, teaching style and feedback are examined in a project, run over five years, concerning transitioning between environments for people with autism in an attempt to advance design of autism schools. Research methodology, teaching model, outcomes and group dynamics are critiqued. Findings Feedback from experienced autism-specific teachers across eight case study schools raise recurring issues framing a series of design problems navigated by students. The teaching model enhances student exploration of how sensory processing difficulties, through spatial transitioning strategies, might be approached, whilst furthering their specialist knowledge as future designers of inclusive spaces. Research limitations/implications Each transitioning platform requires deeper research to form a realistic interior typology. A further project to install and evaluate specific “transitioning insertions” into circulation spaces of an autism school is proposed for future research. Practical implications The identification of this teaching model illustrates how to embed design for autism in the university curriculum. Social implications The project brief helps address the National Autistic Society’s public autism awareness campaign “Too Much Information” highlighting anxieties that “unexpected change” causes. Effective design of transitioning spaces can help people with autism to cope with their environment, reducing behaviours and improving learning. Originality/value The creation of the “Co-specialist ASD-educator model” will be of value to universities. “Ten Spatial Transitioning Platforms” were uncovered relating to Transitions. This will be of importance to autism researchers and eventually design practitioners.
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17

Otondo, Felipe. "Using spatial sound as an interdisciplinary teaching tool." Journal of Music, Technology and Education 6, no. 2 (August 1, 2013): 179–90. http://dx.doi.org/10.1386/jmte.6.2.179_1.

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18

Kiewra, Kenneth A., and Nelson F. DuBois. "Using a Spatial System for Teaching Operant Concepts." Teaching of Psychology 19, no. 1 (February 1992): 43–44. http://dx.doi.org/10.1207/s15328023top1901_10.

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19

Bryant, Martin. "Learning Spatial Design through Interdisciplinary Collaboration." Land 10, no. 7 (June 30, 2021): 689. http://dx.doi.org/10.3390/land10070689.

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Spatial design at interior, site, city and regional scales is increasingly complex, and will continue to be so with the uncertainty of the climate crisis and the growing place-based intricacies of pluralist societies. In response to this complexity, professional design practice has pursued new ways of working. More design projects are becoming more interdisciplinary and less hierarchically structured, involving more collaborative project teams with a variety of backgrounds in architecture, urban design, landscape and interior architecture, engineering, ecological sciences and art. At universities, the design-learning studio which pedagogically champions the authentic replication of design practice projects, has also bifurcated. While teaching design through the traditional disciplinary-based problem-solving processes of an individual project is still understandably commonplace, a new type of studio has emerged, led by group work and interdisciplinary collaborations, and framed by the complexity of a seemingly irreconcilable problematic subject. This emergent domain warrants more research into pedagogical structures, teaching techniques and learning activities; and this paper explains such investigations undertaken through the live educational practice of two interdisciplinary studios in two years, drawing conclusions from student feedback gathered via questionnaires and focus group interviews. The findings suggest that teaching formats in this type of studio need to facilitate a balance between trusting relationships and immersive experiences; and that effective teaching techniques entail the development of more accessible communication techniques in conceptual diagramming and linguistic idiom.
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20

Yi, Y. G., H. P. Liu, and X. P. Liu. "Deepen the GIS spatial analysis theory studying through the gradual process of practice." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 119–23. http://dx.doi.org/10.5194/isprsarchives-xl-6-119-2014.

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Spatial analysis is the key content of GIS basic theory course. In this paper, the importance of practice teaching for GIS spatial analysis theory studying and its implementation method are discussed combined with practice teaching arrangement of spatial analysis in the course "GIS theory and practice" based on the basic principle of procedural teaching theory and its teaching model. In addition, the concrete gradual practice process is mentioned in four aspects. By this way, the GIS spatial analysis theory studying can be deepened and the cultivation of students' comprehensive ability of Geography Science can be strengthened.
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21

Zhang, Xueling, and Dayu Zhang. "Teaching of Remote Sensing Technology for Landscape Architecture in the Context of Spatial Information Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 125. http://dx.doi.org/10.3991/ijet.v16i15.24885.

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The research of digital landscape architecture springs up in recent years. The emerging digital technology provides a rational and objective method to mine and quantify the endogenous laws of landscape architecture. Remote sensing (RS) technology has become a new growth point in the current research and design of landscape spatial information. To develop the professional teaching of landscape architecture, it is important to fully integrate the RS technology into the teaching system of spatial information technology, carry out systematic spatial information quantification and research-based teaching of landscape architecture, and collaboratively promote the teaching of landscape architecture design. This paper firstly analyzes the integration and application potential of RS technology into landscape architecture. Considering the demand and trend of information-based teaching of landscape architecture, the authors integrated the relevant technologies into an RS teaching platform for landscape architecture, and summarized an application model of RS technology in the teaching of landscape architecture theories and practices. Moreover, a landscape spatial information chain, which is question-oriented, task-driven, and exploration-based, was constructed to promote the synergistic development between the students’ research and practice ability under spatial information integration.
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22

Keiding, Tina Bering. "Spatial Conditions: An Unheeded Medium in Teaching and Learning." E-Learning and Digital Media 8, no. 3 (January 2011): 197–213. http://dx.doi.org/10.2304/elea.2011.8.3.197.

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23

Rubel, Laurie H., Maren Hall-Wieckert, and Vivian Y. Lim. "Teaching Mathematics for Spatial Justice: Beyond a Victory Narrative." Harvard Educational Review 86, no. 4 (December 1, 2016): 556–79. http://dx.doi.org/10.17763/1943-5045-86.4.556.

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In this reflective essay, Laurie H. Rubel, Maren Hall-Wieckert, and Vivian Y. Lim present a design heuristic for teaching mathematics for spatial justice (TMSpJ) based on their development of two curricular modules, one about the state lottery and the other about financial services in a city. Spatial tools, including data visualizations on maps and participatory mapping, were designed for youth to examine spatial injustices in these systems. The authors' findings report reflections about supporting students to “read and write the world with mathematics” (Freire & Macedo, 1987; Gutstein, 2003). These reflections inform an expanded design heuristic for TMSpJ.
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24

ŽILKOVÁ, Katarína. "METHOD OF VIRTUAL SPATIAL MANIPULATION IN TEACHING OF MATHEMATICS." Journal of Technology and Information 1, no. 2 (August 1, 2009): 33–39. http://dx.doi.org/10.5507/jtie.2009.032.

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25

Barnikel, Friedrich, Heike Ellbrunner, and Mark Vetter. "Teaching Spatial Competence Today — From Analogue Maps to Geocaching." KN - Journal of Cartography and Geographic Information 64, no. 5 (September 2014): 257–62. http://dx.doi.org/10.1007/bf03544185.

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26

Dewi, R. P., R. Hermawan, and R. A. A. Fajariyah. "Geography teachers perception toward spatial thinking teaching and learning." IOP Conference Series: Earth and Environmental Science 683, no. 1 (March 1, 2021): 012026. http://dx.doi.org/10.1088/1755-1315/683/1/012026.

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27

Yang, Bo. "Comprehensive Application of Spatial and Reasoned Thinking in Physical Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 104. http://dx.doi.org/10.3991/ijet.v16i16.24893.

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The traditional classroom teaching of physical education (PE) tends to be boring, stereotyped, and rigid; the teachers and students cannot choose between various teaching methods. Therefore, it is difficult to cultivate the creative thinking of students under the traditional model. To adapt to the needs of scientific development and modern society, it is important to explore a new PE model in combination with the knowledge in modern pedagogy, psychology, and kinesiology. This paper integrates the cultivation of spatial and reasoned thinking in PE. Specifically, the authors carried out questionnaire and field surveys on the understanding of students, teachers, and parents of PE in the primary schools of a region in China, and statistically analyzed their recognition of the PE teaching model improved in this research. The results show that: most students could adapt to the improved PE teaching model, and improve their thinking ability under that model; 89% of teachers and 72% of parents held a positive view of the improved PE teaching model. The research lays a theoretical basis for the improvement of traditional PE teaching model, and promotion of the diverse development of PE teaching.
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28

Bevainis, Linas, and Andrius Balčiūnas. "Geographic Data and Information for Teaching and Learning." Geografija ir edukacija mokslo almanachas / Geography and Education Science Almanac 4 (October 11, 2016): 112–19. http://dx.doi.org/10.15823/ge.2016.9.

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In this article, the authors present Lithuanian spatial information portal, its services and the availability to use in education process. Lithuanian spatial information portal created in 2008 year developing the project "Lithuanian infrastructure for geographical information, which was financed by the Republic of Lithuania and the European Union. The project is performed by the National Land Service under the Ministry of Agriculture and the State Enterprise Remote Sensing and Geoinformatics "GIS-Center". This article provides information about the LEI portal where you can find methodical and educational material, maps, spatial data sets, documents, help texts, geographic information terms, so teachers and students can use real data and create maps, or properly use geoportal.lt provided tools to deal with tasks.
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29

Arifa, Bithi, and Kumar Suker. "Geography Information System (GIS) and Geography Teaching Material." Sumatra Journal of Disaster, Geography and Geography Education 2, no. 1 (June 6, 2018): 124. http://dx.doi.org/10.24036/sjdgge.v2i1.141.

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GIS technology applies geographic science with tools for understanding and collaboration. It helps people reach a common goal: to gain actionable intelligence from all types of data. GIS integrates many different kinds of data layers using spatial location. Most data has a geographic component. GIS data includes imagery, features, and basemaps linked to spreadsheets and tables. Spatial analysis lets you evaluate suitability and capability, estimate and predict, interpret and understand, and much more, lending new perspectives to your insight and decision-making.
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Virtudes, Ana, and Victor Cavaleiro. "Teaching Methodologies in Spatial Planning for Integration of International Students." IOP Conference Series: Earth and Environmental Science 44 (October 2016): 032022. http://dx.doi.org/10.1088/1755-1315/44/3/032022.

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31

Beighton, Christian. "Beyond alienation: spatial implications of teaching and learning academic writing." Teaching in Higher Education 25, no. 2 (December 4, 2018): 205–22. http://dx.doi.org/10.1080/13562517.2018.1554642.

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32

Batty, Michael, Ian Bracken, Cliff Guy, and Richard Spooner. "Teaching spatial modelling using interacting computers and interactive computer graphics." Journal of Geography in Higher Education 9, no. 1 (April 1985): 25–36. http://dx.doi.org/10.1080/03098268508708922.

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33

Hojan, E., M. Jakubowski, A. Talukder, H. Wereda, A. Furmann, R. Ewertowski, E. Skrodzka, et al. "A New Method of Teaching Spatial Orientation to the Blind." Acta Physica Polonica A 121, no. 1A (January 2012): A—5—A—8. http://dx.doi.org/10.12693/aphyspola.121.a-5.

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34

Rubel, Laurie H., Vivian Y. Lim, Maren Hall-Wieckert, and Mathew Sullivan. "Teaching Mathematics for Spatial Justice: An Investigation of the Lottery." Cognition and Instruction 34, no. 1 (January 2, 2016): 1–26. http://dx.doi.org/10.1080/07370008.2015.1118691.

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35

Du, Ting. "Research on the Integral Practical and Aesthetic Design Teaching of Architecture and Site Environment —Taking Kindergarten Architecture and Site Logic Model Teaching Approach as an Example." Frontiers Research of Architecture and Engineering 1, no. 2 (April 28, 2018): 50. http://dx.doi.org/10.30564/frae.v1i2.47.

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The integral practical and aesthetic design teaching of architecture and site environment is expected to deal with the junior-grade design teaching in architecture major with a current situation that the insuffcient consideration of the site environment and the chaotic city image, which caused by long-term emphasis on single function and personality performance of architecture. The key to the integral practicability and aesthetics is the emphasis on the integrality of spatial logical order of those two factors, which contains the integral harmony of function attributes, scale, logics, and modal relationships and so on. Combine with the teaching of kindergarten architecture design, using architecture and site logic model teaching methodology, through the extraction cognitive teaching approach of the site environment order logics, the cognitive teaching approach of kindergarten architecture spatial logics, the strategic teaching approach of the congruent design of the integral order of architecture and site environment logics, module and model congruent counterpoint design teaching approach of architecture and large site environment order logics, organization and construction integrated design teaching approach of architecture and small site environment spatial logics, and result design teaching approach of architectures integrated into the landscape of large site environment and their surrounding small site environment and other teaching procedures to complete the teaching tasks of the integral practical and aesthetic design of kindergarten architecture and site environment.
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36

Reades, Jonathan. "Teaching on Jupyter." REGION 7, no. 1 (March 23, 2020): 21–34. http://dx.doi.org/10.18335/region.v7i1.282.

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The proliferation of large, complex data spatial data sets presents challenges to the way that regional science—and geography more widely—is researched and taught. Increasingly, it is not ‘just’ quantitative skills that are needed, but computational ones. However, the majority of undergraduate programmes have yet to offer much more than a one-off ‘GIS programming’ class since such courses are seen as challenging not only for students to take, but for staff to deliver. Using evaluation criterion of minimal complexity, maximal flexibility, interactivity, utility, and maintainability, we show how the technical features of Jupyter notebooks—particularly when combined with the popularity of Anaconda Python and Docker—enabled us to develop and deliver a suite of three ‘geocomputation’ modules to Geography undergraduates, with some progressing to data science and analytics roles.
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37

Srivastava, N. K. "Studies in Structural Concepts: An Introduction to Spatial Structures." International Journal of Space Structures 17, no. 2-3 (June 2002): 183–89. http://dx.doi.org/10.1260/026635102320321824.

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The paper deals with teaching structural concepts as a first course in undergraduate structural engineering. The course is an attempt to initiate and introduce spatial thinking and to prepare a student to visualise and create by means of physical modelling, graphical modelling and simplified analytical or computer modelling of structural systems in 3D space and their components. The paper includes the desired objectives, the attempted approach, details of the content, some experiences of teaching such a course and a few suggestions for improvement.
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38

Li, Shu Ting, Kun Zhou, and Zhi Min Li. "Research on the Sustainable Developing Construction Space Design of Primary and Secondary Schools." Advanced Materials Research 243-249 (May 2011): 6474–78. http://dx.doi.org/10.4028/www.scientific.net/amr.243-249.6474.

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At present in China the majority of primary and secondary schools teaching space takes “the long corridor connecting fixed ordinary classroom” as a characteristic, it cannot meet the need of education reform for all -around development in the 21st century. This article firstly introduced overseas spatial constitution pattern with “main street series connecting functional units” in education development advanced area , then analyzed and elaborated that the spatial constitution pattern have certain superiority, either in saving the construction land, or in adaptation emerging teaching method and satisfying the needs of teaching activities. It is significant for primary and secondary schools construction in China to learn from this spatial constitution pattern.
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39

Kalchman, Mindy S. "Walking through Space: A New Approach for Teaching Functions." Mathematics Teaching in the Middle School 11, no. 1 (August 2005): 12–17. http://dx.doi.org/10.5951/mtms.11.1.0012.

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Curricula in the middle school grades often overlook the fact that functions have spatial qualities that students can easily recognize and interpret. This oversight is critical; the visual images associated with the spatial aspects of mathematics may be the gateway to success for many visual learners who are at a loss when faced with the traditionally numerical focus of middle school mathematics. For example, a table of values is a numerical representation that is used primarily for recording and storing coordinate pairs after they have been calculated by plugging values into an equation. However, a table of values is also rich with spatial cues that speak to the shape (straight or curved), direction (increasing or decreasing), and steepness of a function's line or curve. Recognizing, interpreting, and understanding these cues allow students to develop important reasoning skills that are embedded in many of the NCTM's Standards for communication and problem solving.
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40

Cheng, Juan, YuLin Wang, Dian Tjondronegoro, and Wei Song. "Construction of Interactive Teaching System for Course of Mechanical Drawing Based on Mobile Augmented Reality Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 02 (February 27, 2018): 126. http://dx.doi.org/10.3991/ijet.v13i02.7847.

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The teaching aim of Mechanical Drawing is to cultivate the students' graphics interpreting ability, plotting ability, inter-space imagination and innovation ability. For engineering students in China Universities, Mechanical Drawing course with the characteristics of 3D and 2D inter-space transformation, is often difficult to master. The ordinary dull teaching method is not enough for stimulating students’ spatial imagination capability, interest in learning, and cannot meet teachers’ teaching needs to explain complicated graphs relationships. In this paper, we design an interactive teaching system based on mobile augmented reality to improve the learning efficiency of Mechanical Drawing course. To check the effect of the proposed system, we carried out a case study of course teaching of Mechanical Drawing. The results demonstrate that the class for which interactive teaching system based on mobile augmented reality technology was adopted is significantly superior to the class for which the ordinary dull teaching approach was adopted with regard to the degree of proficiency of course key and difficult points content，spatial imagination capability, students’ interest in learning and study after class, especially in respect of students’ learning interest and spatial imagination capability.
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41

Hedge, Karri, and Caroline Cohrssen. "Between the Red and Yellow Windows: A Fine-Grained Focus on Supporting Children’s Spatial Thinking During Play." SAGE Open 9, no. 1 (January 2019): 215824401982955. http://dx.doi.org/10.1177/2158244019829551.

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With the decline in Australian school children’s mathematics skills, the spotlight is shining on the quality of early childhood mathematics teaching and learning in the preschool years. Spatial thinking—which includes spatial orientation and spatial visualization—contributes to early mathematical thinking and children have the capacity to demonstrate abstract spatial concepts both verbally and nonverbally, yet may be overlooked in practice. This qualitative study analyses selected excerpts from a corpus of video data of 4- and 5-year-old children participating in a 6-week project designed to support children’s spatial thinking skills. A conversation analytic approach is taken to demonstrate children’s spatial thinking made visible through gesture and action. Showing how this is done by analyzing the verbal and nonverbal elements of back-and-forth interactions, with explicit attention to the “how” of intentional teaching, reveals the interrelationship between learning and teaching. In addition, the critical role played by in-the-moment formative assessment of children’s demonstrated spatial thinking and the maximization of opportunities for teachers to support concept acquisition are emphasized. The analysis of authentic interactions thus serves as a provocation for professional learning.
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Chu, Gregory H., Chul Sue Hwang, and Jongnam Choi. "Teaching Spatial Thinking with the National Atlas of Korea in U.S. Secondary Level Education." Proceedings of the ICA 1 (May 16, 2018): 1–5. http://dx.doi.org/10.5194/ica-proc-1-22-2018.

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This paper is predicated on the body of literature that supports a theoretical concept that middle and high school age children possess the cognitive ability to understand thematic maps and achieve some degree of cartographic literacy. In 2006, the US National Research Council (NRC) of the National Academies published a landmark book on Learning to Think Spatially. This book documented essential secondary education components and various aspects of teaching spatial thinking. The NRC defines spatial thinking as “a form of thinking based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning” (NRC, 2006, ix). This paper is an attempt to document and understand some of the attributes associated with these three elements. Specifically, it aims to find ways that can effectively contribute to the teaching of these elements associated with spatial thinking. The National Atlas of Korea is chosen for lesson plan development because it is well-designed and provides a range of contents and comprehensiveness that are ideal; in addition, it is freely accessible online and downloadable (http://nationalatlas.ngii.go.kr/). Four master geography teachers were invited to examine the Atlas to conceive and develop Advanced Placement Human Geography (APHG) lesson plans. Four lesson plans were written and have continually been implemented in classrooms to over 800 students in the States of Utah, Georgia, Minnesota, and Tennessee since the 2015 Fall semester. Results are presented in this paper.
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43

Zhumanazarov, Kuban. "INTERACTIVE METHODS IN MATHEMATICS TEACHING." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 101–10. http://dx.doi.org/10.17015/aas.2020.201.13.

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Mathematics is not aimed at a direct study of the properties of things, but the study of numerical relationships and spatial forms of these things. This feature of mathematics allows the development of inferences in students and requires the implementation of argumentation in the process of mental judgment and proof. Learning mathematics activates the mental abilities of students, educates their desire for the assimilation of knowledge. In the educational process, interactive methods are a means of forming such important abilities. The article analyzes the work of researchers on interactive methods of teaching mathematics. Brief characteristics are given by some interactive teaching method.
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Mann, Rebecca L. "Effective Teaching Strategies for Gifted/Learning-Disabled Students With Spatial Strengths." Journal of Secondary Gifted Education 17, no. 2 (February 2006): 112–21. http://dx.doi.org/10.4219/jsge-2006-681.

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宋, 伟伟. "Discussion on the Practice Teaching of “Curriculum Design of Spatial Database”." Creative Education Studies 05, no. 04 (2017): 372–76. http://dx.doi.org/10.12677/ces.2017.54058.

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Carbonell Carrera, Carlos, and Luis Alberto Bermejo Asensio. "Augmented reality as a digital teaching environment to develop spatial thinking." Cartography and Geographic Information Science 44, no. 3 (February 18, 2016): 259–70. http://dx.doi.org/10.1080/15230406.2016.1145556.

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Duarte, Ronaldo G. "Cartography teaching and the development of spatial thinking in Brazilian geography textbooks." Proceedings of the ICA 1 (May 16, 2018): 1–7. http://dx.doi.org/10.5194/ica-proc-1-32-2018.

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Spatial thinking has been recognized as closely related to tools of representation (NRC, 2006) and the maps have been widely pointed out as crucial for the development of that kind of reasoning. Furthermore, the scientific com-munity dedicated to the field of the spatial thinking has been asserting that the abilities encompassed in such a complex cognition can and must be fostered in school. Considering these groundwork, our research focused on the decision to assess the effectiveness of the contribution for the development of student’s spatial thinking, provided by the questions found in Brazilian middle school geography textbooks. The main concern was the proficiency regarding cartographic language.<br> To assure the possibility of comparing our results with some other investigations we decided to use a methodology that was strongly based on the Taxonomy of Spatial Thinking, designed by Injeong Jo and Sarah Bednarz (2009).<br> Counting on those powerful tools we analyzed 6.884 questions in the three most adopted geography textbooks sets in Brazilian middle schools (6th, 7th, 8th and 9th grades). For the purpose of enlarging the number of books and countries to be compared, we have also evaluated 2.073 questions that are present in a French geography textbook set edited for the same grades. Using the taxonomy enabled us not only to evaluate if the questions demanded or not the use of the spatial thinking by the students. It also showed us the three general levels of reasoning involved, allowing to discern between low, intermediate and high levels of spatial thinking.
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Zulibina, Inga, and Svetlana Usca. "DIGITAL TEACHING AID FOR THE DEVELOPMENT OF SPATIAL AWARENESS FOR CHILDREN WITH MIXED DEVELOPMENTAL DISORDERS." Education Reform: Education Content Research and Implementation Problems 1 (September 21, 2021): 91–102. http://dx.doi.org/10.17770/er2021.1.6501.

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Children with mixed developmental disorders have impaired spatial perception. When performing correction work with these children, it is necessary to look for the most effective means to achieve the maximum developmental result. The use of various non-traditional methods and techniques in teaching eliminates children's fatigue, stimulates their cognitive activity, allows optimizing the pedagogical process, individualizes teaching and significantly improves the effectiveness of pedagogical work in general. One of the ways is digital teaching aids that are systematically and purposefully integrated into correction work.The aim of the paper is to theoretically substantiate the adequacy of the digital teaching aid developed by I. Zulbina for the formation of spatial awareness for children with mixed developmental disorders in preschool.
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Septia, Tika, Rully Charitas Indra Prahmana, Pebrianto Pebrianto, and Rahma Wahyu. "IMPROVING STUDENTS SPATIAL REASONING WITH COURSE LAB." Journal on Mathematics Education 9, no. 2 (June 29, 2018): 327–36. http://dx.doi.org/10.22342/jme.9.2.3462.327-336.

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Geometry flat side material is crucial subject for students in senior high school. As the development of technology that increases very rapidly, it provides a chance to develop Media Interactive Learning (MPI) such as Course Lab MPI 2.4. This study was conducted to create a valid interactive multimedia teaching material, practical, and effective. Since there are correlated between spatial reasoning and student learning achievements, the influence of Course lab on the improvement of spatial reasoning is also seen. Spatial reasoning has three aspects that are mental rotation, spatial orientation, and spatial visualization. This study is a development model consisting plomp as design composed of three phases. The results obtained through this research interactive multimedia teaching material course lab based on geometry flat side were valid, practical, and effective. Students’ test scores average changed at 25 with a standard deviation of 7.07. The test results statistically demonstrated the value which means there were some differences in the average score of the initial test and final test. Course lab also led to improving students’ spatial reasoning. The multimedia developed was effective in improving both student learning achievements and spatial reasoning.
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II, Robert Hopkins, and Halley Alberts. "Improving Student Understanding of Spatial Ecology Statistics." American Biology Teacher 77, no. 4 (April 1, 2015): 289–93. http://dx.doi.org/10.1525/abt.2015.77.4.9.

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This activity is designed as a primer to teaching population dispersion analysis. The aim is to help improve students’ spatial thinking and their understanding of how spatial statistic equations work. Students use simulated data to develop their own statistic and apply that equation to experimental behavioral data for Gambusia affinis (western mosquitofish). This activity can be adapted and conducted at the 9–16 grade levels.
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