Part I Commentary 3

Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters.

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

Education, generally, and mathematics education specifically, have long-held associations with the field of psychology. Schoenfeld (1987) and Mayer (1992) both described the connections between the two fields and indeed, many educational theories of development evolved from psychology. To this point, one of the longest running groups in mathematics education derived from the field of cognitive psychology, namely, The International Group for the Psychology of Mathematics Education (IGPME). IGPME was established in 1976 under the guidance of Efraim Fischbein, a cognitive psychologist. Initially, the focus was, as the name suggested, on the developmental and psychological complexities of learning various mathematical concepts and processes. However, over the years, the organization has broadened to include new ways of thinking about mathematics learning that go beyond the purely cognitive aspect. In fact, very few cognitive psychologists attend the annual conference these days. Although the direct insights and engagement of cognitive psychology researchers are not commonplace, some overlap remains.
Original languageEnglish
Title of host publicationVisualizing mathematics
Subtitle of host publicationThe role of spatial reasoning in mathematical thought
Place of PublicationThe Netherlands
PublisherSpringer
Chapter8
Pages171-182
Number of pages12
Edition1
ISBN (Electronic)9783319987675
ISBN (Print)9783319987668
DOIs
Publication statusPublished - 8 Dec 2018

Publication series

NameResearch in Mathematics Education
PublisherSpringer
ISSN (Print)2570-4729

Fingerprint

psychology
mathematics
Teaching
learning
education
psychologist
educational theory
Group
organization

Cite this

LOWRIE, T., & LOGAN, T. (2018). Part I Commentary 3: Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters. In Visualizing mathematics: The role of spatial reasoning in mathematical thought (1 ed., pp. 171-182). (Research in Mathematics Education). The Netherlands: Springer. https://doi.org/10.1007/978-3-319-98767-5_8
LOWRIE, Thomas ; LOGAN, Tracy. / Part I Commentary 3 : Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters. Visualizing mathematics: The role of spatial reasoning in mathematical thought. 1. ed. The Netherlands : Springer, 2018. pp. 171-182 (Research in Mathematics Education).
@inbook{4515d95abba34af2ab30131e8bc3bde4,
title = "Part I Commentary 3: Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters.",
abstract = "Education, generally, and mathematics education specifically, have long-held associations with the field of psychology. Schoenfeld (1987) and Mayer (1992) both described the connections between the two fields and indeed, many educational theories of development evolved from psychology. To this point, one of the longest running groups in mathematics education derived from the field of cognitive psychology, namely, The International Group for the Psychology of Mathematics Education (IGPME). IGPME was established in 1976 under the guidance of Efraim Fischbein, a cognitive psychologist. Initially, the focus was, as the name suggested, on the developmental and psychological complexities of learning various mathematical concepts and processes. However, over the years, the organization has broadened to include new ways of thinking about mathematics learning that go beyond the purely cognitive aspect. In fact, very few cognitive psychologists attend the annual conference these days. Although the direct insights and engagement of cognitive psychology researchers are not commonplace, some overlap remains.",
keywords = "Pedagogy, Spatial reasoning, ELPSA, mathematics, curriculum",
author = "Thomas LOWRIE and Tracy LOGAN",
year = "2018",
month = "12",
day = "8",
doi = "10.1007/978-3-319-98767-5_8",
language = "English",
isbn = "9783319987668",
series = "Research in Mathematics Education",
publisher = "Springer",
pages = "171--182",
booktitle = "Visualizing mathematics",
address = "Netherlands",
edition = "1",

}

LOWRIE, T & LOGAN, T 2018, Part I Commentary 3: Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters. in Visualizing mathematics: The role of spatial reasoning in mathematical thought. 1 edn, Research in Mathematics Education, Springer, The Netherlands, pp. 171-182. https://doi.org/10.1007/978-3-319-98767-5_8

Part I Commentary 3 : Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters. / LOWRIE, Thomas; LOGAN, Tracy.

Visualizing mathematics: The role of spatial reasoning in mathematical thought. 1. ed. The Netherlands : Springer, 2018. p. 171-182 (Research in Mathematics Education).

Research output: A Conference proceeding or a Chapter in BookChapter

TY - CHAP

T1 - Part I Commentary 3

T2 - Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters.

AU - LOWRIE, Thomas

AU - LOGAN, Tracy

PY - 2018/12/8

Y1 - 2018/12/8

N2 - Education, generally, and mathematics education specifically, have long-held associations with the field of psychology. Schoenfeld (1987) and Mayer (1992) both described the connections between the two fields and indeed, many educational theories of development evolved from psychology. To this point, one of the longest running groups in mathematics education derived from the field of cognitive psychology, namely, The International Group for the Psychology of Mathematics Education (IGPME). IGPME was established in 1976 under the guidance of Efraim Fischbein, a cognitive psychologist. Initially, the focus was, as the name suggested, on the developmental and psychological complexities of learning various mathematical concepts and processes. However, over the years, the organization has broadened to include new ways of thinking about mathematics learning that go beyond the purely cognitive aspect. In fact, very few cognitive psychologists attend the annual conference these days. Although the direct insights and engagement of cognitive psychology researchers are not commonplace, some overlap remains.

AB - Education, generally, and mathematics education specifically, have long-held associations with the field of psychology. Schoenfeld (1987) and Mayer (1992) both described the connections between the two fields and indeed, many educational theories of development evolved from psychology. To this point, one of the longest running groups in mathematics education derived from the field of cognitive psychology, namely, The International Group for the Psychology of Mathematics Education (IGPME). IGPME was established in 1976 under the guidance of Efraim Fischbein, a cognitive psychologist. Initially, the focus was, as the name suggested, on the developmental and psychological complexities of learning various mathematical concepts and processes. However, over the years, the organization has broadened to include new ways of thinking about mathematics learning that go beyond the purely cognitive aspect. In fact, very few cognitive psychologists attend the annual conference these days. Although the direct insights and engagement of cognitive psychology researchers are not commonplace, some overlap remains.

KW - Pedagogy

KW - Spatial reasoning

KW - ELPSA

KW - mathematics

KW - curriculum

UR - http://www.mendeley.com/research/part-i-commentary-3-proposing-pedagogical-framework-theteaching-learning-spatial-skills-commentary-t

U2 - 10.1007/978-3-319-98767-5_8

DO - 10.1007/978-3-319-98767-5_8

M3 - Chapter

SN - 9783319987668

T3 - Research in Mathematics Education

SP - 171

EP - 182

BT - Visualizing mathematics

PB - Springer

CY - The Netherlands

ER -

LOWRIE T, LOGAN T. Part I Commentary 3: Proposing a pedagogical framework for the teaching and learning of spatial skills: A commentary on three chapters. In Visualizing mathematics: The role of spatial reasoning in mathematical thought. 1 ed. The Netherlands: Springer. 2018. p. 171-182. (Research in Mathematics Education). https://doi.org/10.1007/978-3-319-98767-5_8