The “math” in STEM practices

The role of spatial reasoning in the early years

Tom Lowrie, Tracy Logan, Kevin Larkin

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

This paper describes the conceptual framework of the Early Years STEM Australia (ELSA) program. The conceptual framework is developed from STEM practices, rather than from play-based investigations derived from traditional understandings of content within the four STEM disciplines. One of these core STEM practices is spatial reasoning—a practice that not only has strong associations with mathematics but is also the best predictor of an individual choosing a STEM-related profession beyond schooling.
Original languageEnglish
Title of host publication40 years on: We are still learning!
Subtitle of host publicationProceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsAnn Downton, Sharyn Livy, Jennifer Hall
Place of PublicationMelbourne
PublisherMathematics Education Research Group of Australasia
Pages625-628
Number of pages4
ISBN (Print)9781920846305
Publication statusPublished - 2017
Event40th Annual Conference of the Mathematics Education Research Group of Australasia: 40 years on: We are still learning! - Melbourne, Australia
Duration: 2 Jul 20176 Jul 2017

Conference

Conference40th Annual Conference of the Mathematics Education Research Group of Australasia
Abbreviated titleMERGA 40
CountryAustralia
Period2/07/176/07/17

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Lowrie, T., Logan, T., & Larkin, K. (2017). The “math” in STEM practices: The role of spatial reasoning in the early years. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! : Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 625-628). Melbourne: Mathematics Education Research Group of Australasia.