Abstract
Recent studies have shown that strengths in spatial skills are a key to success in STEM (science, technology, engineering, and mathematics) careers. However, these skills are undervalued in our educational system and thus seldom incorporated in classroom teaching. As a first step towards changing the current practices, we worked with a group of elementary school teachers who participated in an in-service workshop on spatial thinking and problem solving. The workshop emphasized the meaning, importance, and malleable nature of spatial skills and introduced a simple spatial activity, QuickDraw, that could be implemented during group instruction time. Those teachers who implemented this activity over the course of the school year reported various benefits of practicing spatial skills. Implications for preparing students for STEM careers are discussed. (Contains 2 figures)
Highlights
Recent studies have shown that strengths in spatial skills are a key to success in STEM careers
As a first step towards changing the current practices, we worked with a group of elementary school teachers who participated in an in-service workshop on spatial thinking and problem solving
The workshop emphasized the meaning, importance, and malleable nature of spatial skills and introduced a simple spatial activity, QuickDraw, that could be implemented during group instruction time
Summary
The study of spatial ability in applied educational contexts is well under way given the need to identify and nurture young people’s spatial sense. Children who can be considered “visual-spatial learners” are at an even greater disadvantage Their special strengths (e.g., reading maps and building models) tend to be poorly valued and are likely to go unrecognized in our educational system (Clements & Sarama, 2011; Mann, 2001) despite the considerable need for future high school and college graduates to pursue careers in STEM (the well-cited acronym standing for science, technology, engineering and mathematics fields). Geometry is one example where there is a need for substantial professional development in how to integrate content knowledge with spatial thinking (Clements & Sarama, 2011) Both students and teachers should understand the meaning of spatial ability and how types of spatial skills can be effective problem-solving tools. This area of inquiry is what drew us to develop an in-service for mathematics teachers to think and learn about space
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