This research will characterize the malleability of spatial reasoning when gender differences emerge and its casual relation with outcomes in science, technology, engineering and mathematics (STEM), to address disproportionate outcomes in spatial reasoning and STEM achievement, particularly among females. Spatial reasoning is critical to STEM achievement, but more work is required to identify effective kinds of spatial learning opportunities for different populations and contexts. Expected outcomes include an innovative way to equitably improve spatial reasoning and an understanding of causal mechanisms between spatial reasoning and STEM. This provides significant benefits by creating pathways into STEM and informing targeted interventions.
|Short title||Building STEM capacity through literacy engagement in spatial reasoning-DECRA21|