Visualization and Spatial Processing in Mathematics
~Geri Lorway, Thinking101
Written by Darla Milford
~Instructional Coach~
‘Do You See It?’
These were the first words asked of the Grade 3 students at Spitzee Elementary by Math Guru
Geri Lorway...and it was a phrase that was repeated intentionally over the next 2 days as we
watched Geri engage in spatial processing, vocabulary development, and rich mathematical
thinking with students.
Geri Lorway...and it was a phrase that was repeated intentionally over the next 2 days as we
watched Geri engage in spatial processing, vocabulary development, and rich mathematical
thinking with students.
Visual Spatial Processing is the ability to tell where things are in space and by ‘space’ I mean seeing
objects, whether it is puzzle pieces, dot configurations, or body parts, in relation to the world around
you. Ones’ early proficiency in visual spatial reasoning is an indicator of success in not only
numeracy but literacy.
objects, whether it is puzzle pieces, dot configurations, or body parts, in relation to the world around
you. Ones’ early proficiency in visual spatial reasoning is an indicator of success in not only
numeracy but literacy.
We were introduced to the idea of a ‘Quick Draw,’ a dialogue-rich, visualization activity that was
created by Dr. Grayson H. Wheatley, a math researcher of nearly 40 years who has done research
on the development of spatial reasoning in children. The link to his website is below.
created by Dr. Grayson H. Wheatley, a math researcher of nearly 40 years who has done research
on the development of spatial reasoning in children. The link to his website is below.
Using this activity, students visualized key geometric elements in the given shape by seeing it 3 times:
- seeing the geometric image once and drawing what they had seen
- seeing the image again and adding to or reorienting their thinking
- finally being presented with the image to see how their own drawing compared to
- the original image
This was the image used with the students.
Geri then moved on to creating a vocabulary list with the students that explained the image they
had just seen using mathematical language. Through rich discourse and open-ended questioning,
students were able to clarify and extend their thinking to make new meaning of the shape they had
seen.
had just seen using mathematical language. Through rich discourse and open-ended questioning,
students were able to clarify and extend their thinking to make new meaning of the shape they had
seen.
In mathematics language is key to understanding and being intentional in using this math vocabulary
while speaking about math and listening to one another, will help develop our thinking.
while speaking about math and listening to one another, will help develop our thinking.
This was just one of many activities used during our 2-day Math Professional Development with
Geri Lorway. If you visit her website Thinking 101 you will see that Geri believes in the power of
spatial reasoning.
Geri Lorway. If you visit her website Thinking 101 you will see that Geri believes in the power of
spatial reasoning.
According to Geri, ‘Spatial reasoning is the reasoning we use to learn, anything!’
If you’re interested in learning about other spatial reasoning activities like using area models in
multiplication or using dot arrangements to demonstrate subitizing and visualization,
visit Thinking 101 or talk to your Instructional Coach.
multiplication or using dot arrangements to demonstrate subitizing and visualization,
visit Thinking 101 or talk to your Instructional Coach.
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