Taking Shape: Activities To Develop Geometric And Spatial Thinking by Joan Moss

Taking Shape: Activities To Develop Geometric And Spatial Thinking

byJoan Moss, Catherine D. Bruce, Bev Caswell

Paperback | April 29, 2016

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Enrich Your Geometry Curriculum and Extend Your Students’ Spatial Reasoning


Research shows that children with good spatial skills perform better in mathematics overall. This research-based resource is a unique blend of professional learning and classroom activities. It includes:

  • 32 field-tested and research-based activities designed to appeal to young children
  • Guided lesson plans, including 15 videos, that serve as models for best practice in instruction
  • Tips on observing, questioning, and assessing young children’s geometric and spatial thinking
  • Free access to website with videos, curriculum correlations, line masters, and observation guides

About The Author

Joan Moss is an Associate Professor in the Department of Applied Psychology and Human Development at the Institute of Child Study at OISE/UT. A former elementary school teacher, her research has focused on the design of developmentally based curricula highlighting areas of mathematics that are traditionally challenging for students. H...

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Title:Taking Shape: Activities To Develop Geometric And Spatial ThinkingFormat:PaperbackDimensions:272 pages, 11 × 8.25 × 0.65 inPublished:April 29, 2016Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0134153499

ISBN - 13:9780134153490

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Extra Content

Table of Contents

Preface

PART 1

I. Why Teach Math in the Early Years?
  • The Predictive Power of Early Mathematics
  • Socioeconomic Factors and Equity
  • Recent Research on Mathematics Readiness of Young Children
  • The What and Why of Spatial Reasoning
  • Spatial Reasoning in Our Daily Lives
II. What Makes This Resource Different from Others?
  • A Different Approach to Geometry
  • Reflection Symmetry
  • Composition and Decomposition of 2D and 3D Figures
  • Perspective Taking
  • An Emphasis on Playful Pedagogy
  • Opportunities and Limitations of Play-Based Learning
  • Most Effective Pedagogy: Blending of Play and Instruction Approaches
  • Story of a Research Study: Comparing Free Play, Direct Instruction and Guided Play
  • The Math for Young Children Research Program
  • What Does Playful Pedagogy Look Like in M4YC?
  • M4YC Case Studies #1, #2 
III. A Closer Look at Spatial Reasoning Concepts and Processes
  • Visualization in Early Years Mathematics
  • Mental Rotation in Early Years Mathematics
  • Visual-Spatial Working Memory
  • Information Processing in Early Years Mathematics
  • Spatial Language in Early Years Mathematics
  • Gestures in Early Years Mathematics
IV. How to Use this Resource
  • How Is the Book Set Up?
  • Math and Spatial Reasoning Connections
  • Math Language in Focus
  • Lesson Structure
    - Key Questions
    - What to Look For, What to Listen For: Ongoing Assessment of Student Learning
    - Supporting Learners
    - Assessing for Reporting
    - Extensions/Variations
    - From Our Research Classrooms
  • Implementation
  • Where to Begin?
  • Ways to Use the Resource Throughout the Year
  • Connecting to Other Math Strands and Curriculum Areas
  • Observing Student Thinking: JK–Grade 2 Assessment Suggestions
  • Assessment Components in the Guided Lessons, Quick Challenge, and Exploratory Tasks
  • One-to-One Interview Assessment Task

PART II 
Chapter A: Reflection Symmetry

What It Is
Why We Engage Children in These Tasks
Chapter Overview
  • Guided Lesson: Let’s Learn About Symmetry
  • Symmetry Pattern Block Centre
  • Double Pentomino Symmetry Games
  • Symmetry on Grids: Integrating Location and Number
  • Grid Symmetry Pair Game
  • Finding the Symmetry of Pentomino Figures
  • Symmetry of the Alphabet Letters
  • Mental Symmetry Folding with the Hole Punch
  • Symmetry Card Games 
Chapter B: Composing, Decomposing, and Transforming 2D Shapes

What It Is
Why We Engage Children in These Tasks
Chapter Overview
  • Guided Lesson: Finding the Magic (Pentomino) Keys
  • See It, Build It, Check It (Pattern Blocks)
  • Make a Hexagon Card Game
  • The Shape Composer
  • Can You Draw This?
  • See It, Build It, Check It (Tangrams)
  • Can You Cover It?
  • The Square Mover
  • Triangle Creations!
Chapter C: Composing, Decomposing, and Transforming 3D Shapes

What It Is
Why We Engage Children in These Tasks
Chapter Overview
  • Guided Lesson: The Cube Challenge—Discovering 3D Congruence
  • See It, Build It, Check It! (Cubes)
  • Build It in Your Mind
  • 2D–3D Building
  • Box or Not?
  • Cross-Section Challenge (or 3D Puzzle Challenge)
  • Building Rules! (3-Layer Version)
  • Building Rules! (Extension Version) 
Chapter D: Location, Orientation, and Mapping

What It Is
A Focus on Coding
Why We Engage Children in These Tasks
Chapter Overview
  • Guided Lesson: Introductory Barrier Game
  • Secret Shape Code
  • What Did You Make?
  • Exploring Coordinates
  • Pathway Moves
  • Paper Pathways
  • Secret Code Game
  • Pathway Coding Game
Chapter E: Perspective Taking

What It Is
Why Engage Children in These Tasks?
Overview of the Chapter
  • Guided Lesson: Mother Bird and Her Babies
  • Top-Front-Side
  • What Do You See?
  • The Shoebox Window
  • Build It, Photograph It, Make It
  • See It, Remember It, Build It!
  • Building Blueprints
  • Crazy Creatures

Editorial Reviews

Taking Shape authors are recognized leaders in spatial reasoning research who work directly with children and teachers. This text is simultaneously a research report and a resource package. Readers are provided with a focused introduction to key research findings and generous descriptions of classroom activities. They are invited into rich discussions of how emergent insights into spatial reasoning might contribute to task designs, how designs might be enacted and adapted, how teachers might watch and listen, and how student actions might be interpreted. In brief, the text manages to go far beyond the “how to,” involving practitioners in serious considerations of what spatial reasoning is all about and why that matters. Brent Davis, Professor, Werklund School of Education, University of Calgary This is an indispensable resource for any K—2 teacher. The authors offer creative lessons aimed at developing children’s spatial reasoning, which will help them learn and love mathematics. These lessons are based on solid research fi ndings as well as sound pedagogical principles. Indeed, the research is absolutely clear: using these lessons will help bring curiosity and confidence into your mathematics classroom and prepare your children for success in a broad range of STEAM (Science, Technology, Engineering, Arts, Mathematics) careers. Nathalie Sinclair, Professor, Simon Fraser University, Canada Research Chair in Tangible Mathematics Learning