Abstract
Spatial thinking is an important cognitive process that has important applications in many areas of learning within the school curriculum. Despite its central role in learning, however, spatial thinking is not formally included in the Australian Curriculum. This research considers the ways young students utilise spatial thinking and how these impact on their performance in mathematics.Data for this research was collected over two years using two different cohorts of students. The first cohort, Phase 1 of the study, was used to determine the functionality of the research design and the suitability of the intervention tasks and the assessments tests for the project. Phase 2, the main study, was conducted in the following year using refinements and modifications that had been suggested from the Phase 1 trial process.
A group of 115 Year 3 students at a large, co-educational non-government school in Canberra, Australia, participated in the two-week spatial thinking intervention. The intervention comprised four tasks that required students to use perspective-taking strategies in simple navigation tasks. Being a school-based intervention was an important element of this research as it showed students operating within their familiar surroundings. The classroom teachers were utilised to implement the program.
The four intervention tasks were designed specifically for this research project by the researcher. Each task required students to use egocentric and allocentric perspectives to complete them successfully. A major component of the intervention was the use of navigation skills to explore student awareness of space.
This study involved a mixed-method style of research design. It focused on collecting and analysing both quantitative and qualitative data. Quantitative data collection included pre- and post-testing for spatial thinking and mathematics performance. Qualitative data collection involved the use of videos analysis, showing student behaviours while completing the intervention tasks, the analysis of student work samples, stimulated recall interviews with students following the completion of the intervention and surveys of the teachers involved in the research project.
Qualitative data was coded to identify patterns of behaviour. These patterns revealed significant scenarios and themes related to student use of spatial thinking.
As a consequence of this intervention, a significant improvement was seen in spatial thinking and mathematical performance. Students also demonstrated ways that they implemented spatial thinking skills to complete the tasks. From observations of student actions, in combination with post-task interviews, a framework of spatial thinking skills was developed. These skills were organised into groups, or “tools”, that could be visualised as a spatial thinking toolbox. This visual representation of spatial thinking is a novel and unique representation of spatial thinking elements. The conception of spatial thinking skills working in combination and how these might be depicted is an advancement of current understanding in this field.
The results from this research suggest that spatial thinking has a place in the formal school curriculum. Spatial thinking is a complex process. It involves a range of skills that can be developed with a directed program of tasks and activities. Competence in spatial thinking has real-world benefits that enable the individual to succeed in daily life. Spatial thinking is also a requirement of many academic subjects and students of all ages could benefit from formal training in it.
This thesis is presented in four main sections. Section 1 is this introductory section that establishes the context of the research and provides an overview of the relevant literature. This literature review covers three elements – the understanding of spatial thinking, the function of interventions to promote the development of spatial thinking and finally the positioning of spatial thinking within the school curriculum.
Section 2 of this thesis discusses the intervention in detail, starting with a description of the research approach and outlining the implementation of the project. The two phase model is demonstrated and modifications suggested by the experience of Phase 1 are outlined. Examples of students working through the tasks are provided and described.
Section 3 presents both the qualitative and quantitative data that were collected. These data are analysed in terms of understanding the performance and behaviour of the students. This analysis highlights patterns of behaviour that are identified, revealing the rich depth of identified scenarios and themes. This provides insight into the development of spatial thinking as evidenced by the students within the research project.
Section 4 discusses the impact of the study. It highlights the anticipated close connection between spatial thinking and performance in mathematics. It also reveals a new understanding of the development of spatial skills and how these can be considered as components of more sophisticated spatial tools. Spatial skills are shown to be used in combination by the students to solve spatial challenges and these combinations are central to their development of spatial thinking. The use of perspective taking and the development of fluency between egocentric and allocentric perspectives is discussed. Finally, practical implications for teaching and for curriculum development are explored, emphasising the need for the explicit teaching of spatial skills within the Australian school curriculum.
This study makes a significant contribution to the advancement of understanding in the field of spatial thinking. It provides a unique visual representation of the organisation of and connection between spatial thinking skills and the broader spatial thinking domains. The study utilises creative and practical tasks that focus specifically on the development of perspective taking and that support the growth of spatial understanding. Finally, the results of this study promote the need for specific and intentional teaching of spatial thinking within the school curriculum in Australian schools.
| Date of Award | 2026 |
|---|---|
| Original language | English |
| Supervisor | Tom Lowrie (Supervisor) & Tracy LOGAN (Supervisor) |
Cite this
- Standard