id: 05760172
dt: j
an: 2011a.00896
au: Lowrie, Tom; Logan, Tracy
ti: Using spatial skills to interpret maps: problem solving in realistic
contexts.
so: Aust. Prim. Math. Classr. 12, No. 4, 14-19 (2007).
py: 2007
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: M13 M53 D53 C33
ut: spatial ability; maps; relevance (Education); middle school students;
secondary school mathematics; thinking skills
ci:
li: http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom
ab: Summary: One way of providing middle-school students with the opportunity
to engage in realistic activities is to ensure that mathematical
concepts and ideas can be taught and expressed in contexts closer to
studentsâ€™ own experiences. Students are expected to learn serious,
substantive mathematics in classrooms in which the emphasis is on
thoughtful engagement and meaningful learning. Lesh and Harel (2003)
have indicated that the kind of problem-solving situations that should
be emphasised in the classroom are simulations of real-life experiences
where mathematical thinking is useful in the everyday lives of the
student or their family and friends. Such problems are worthwhile since
they tend to reflect the nature of "real" problems because they are
complex, ill-structured, contain multiple perspectives, and offer
multiple pathways or solutions. In the investigation presented here,
the authors consider the influence a genuine artifact has on
studentsâ€™ spatial reasoning. They have found that middle-school
studentsâ€™ are more likely to utilise a range of spatial skills to
complete mathematics tasks when they are deeply engaged in an activity.
They use artifacts that the students can readily relate to in everyday
situations in order to enhance the authenticity of the classroom
activity. Activities such as these allow students to embed themselves
in the situation and thus help them make sense of mathematical ideas
through spatial reasoning. Such skills and processes include building
and manipulating mental representations of objects, perceiving an
object from different perspectives, and interpreting and describing
physical environments. (Contains 5 figures.) (ERIC)
rv: