Journal Article

Spatial thinking as the missing piece in mathematics curricula

Mix, Kelly S, Gilligan-Lee, Katie A, Hawes, Zachary C. K

2022

Overview

It is well established that spatial thinking is central to discovery, learning, and communication in mathematics, as indicated by convincing evidence that those with strong spatial skills also demonstrate advantages for Science, Technology, Engineering and Mathematics (STEM) performance. Yet, spatial thinking—the ability recall, generate, manipulate, and reason about spatial relations—is often absent from modern mathematics curricula. In this commentary, we outline evidence from our recent meta-analysis, demonstrating a causal role of spatial thinking on mathematics. We subsequently discuss the implications of educational policy decisions made across different countries, regarding the prioritization of spatial reasoning in the classroom. Given the increasing global demand for highly qualified STEM graduates, and evidence that spatial skills promote improvements in STEM outcomes, we argue that it is remiss to continue to ignore spatial skill development as a component of educational policy.

• Publisher: Nature Publishing Group
• Subject: Addition & subtraction / Classrooms / Cognition & reasoning / Cognitive ability / Core curriculum / Discovery learning / Educational Facilities Improvement / Educational objectives / Effect Size / Elementary School Mathematics / Evidence / Geometry / Inferences / Influence of Technology / Intervention / Manipulative Materials / Mathematics / Mathematics Achievement / Mathematics Curriculum / Mathematics Education / Mathematics Skills / Meta Analysis / Modern Mathematics / Perspective Taking / Problem solving / Recall (Psychology) / School Policy / Skill Development / Skills / Spatial Ability / State Standards / STEM education / Thinking Skills / Visualization