Spatial thinking activities in PK-12 classrooms: Predictors of teachers’ activity use and a framework for classifying activity types

Abstract

This study examined pre-service and in-service teachers' self-reported use of spatial thinking skills in classroom activities. Additionally, teachers' self-reported spatial anxiety, confidence, and mindset beliefs were examined. Results showed that teachers' confidence for teaching spatial thinking skills significantly predicted their use of spatial thinking activities. Teachers most often reported embedding spatial thinking skills into domain-specific learning activities, utilizing external representations, and engaging students in active and constructive learning opportunities. The findings connect spatial thinking skills research with educational practices to indicate that teachers’ reported spatial thinking classroom activities differ from spatial thinking skills training activities in laboratory settings.