Spatial Thinking in Practice: A snapshot of teacher’s spatial activity use in the early years’ classroom.

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. Our questionnaire and an anonymised copy of the data collected is available in the files section below. If you have any questions, please contact Katie ([email protected]