Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom

• Published in: Mind, brain and education brain and education, 2023-05, Vol.17 (2), p.107-116
• Main Authors: Gilligan‐Lee, Katie A., Bradbury, Alice, Bradley, Charlotte, Farran, Emily K., Van Herwegen, Jo, Wyse, Dominic, Outhwaite, Laura A.
• Format: Article
• Language: English
• Subjects: Anxiety; Classrooms; Elementary School Students; Elementary School Teachers; Foreign Countries; Grade 1; Learning Activities; Mathematics; Mathematics Anxiety; Numeracy; Spatial Ability; Teacher Attitudes; Teacher Behavior
• ISSN: 1751-2271; 1751-228X
• DOI: 10.1111/mbe.12352

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety. LAY ABSTRACT We surveyed 104 educational professionals working in the reception classroom (first year of primary school) with children aged 4–5 years. We found that they perceived spatial and numeracy activities as less important than literacy and life skills and completed these activities less frequently. They also had medium levels of spatial and mathematics anxiety. There is a need to increase teacher's understanding of how and why they should focus on developing children's spatial and numeracy skills.