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Reaction Paper: Geometric and Spatial Thinking in Young Children (Essay Sample)

Instructions:

You will be given a prompt – question, statement, issue, etc. – to RESPOND to that draws on the day’s readings. 1 page , APA style. No additional resources needed.
This paper will examine how young children aged birth to 8 understand and engage in mathematical knowledge, concepts and processes.
Here are the reading assignment prompts, Choose ONE of the following to reflect on.
1. Describe two learning opportunities that you might create for children to explore geometry and spatial sense as discussed by Clements and how those opportunities support that math learning. One of these opportunities should include children’s literature.
2. Wickstrom et al’s reading focuses on measurement of area of a garden and connects well with science. Describe another way to bring measurement—length, capacity, volume, mass, time, angles—across the curriculum.
Readings:
Readings for Day 3. Read and Take notes.
Clements, D. H. (1999). Geometric and spatial thinkingin young children. In J. V. Copley (Ed.), Mathematics inthe early years (pp. 67--79). Reston, VA: NationalCouncil of Teachers of Mathematics.
Flevares, L. M., & Schiff, J. R. (2014). Learningmathematics in two dimensions: A review and lookahead at teaching and learning early childhoodmathematics with children’s literature. Frontiers inPsychology,5. Retrieved fromhttps://doi(dot)org/10.3389/fpsyg.2014.00459
Clements, D. H., & Stephan, M. (2004). Measurement inpre--K and grade 2 mathematics. In D. H. Clements, J.Sarama, & A. M. DiBiase (Eds.), Engaging youngchildren in mathematics: Standards for early childhoodmathematics education (pp. 299--317). Mahwah, NJ:Erlbaum.
Wickstrom, M. H., Nelson, J., & Chumbley, J. (2015). Areaconceptions sprout on Earth Day. Teaching ChildrenMathematics, 21(8), 466--474.

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Content:


Reaction Paper
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Reaction Paper: Geometric and Spatial Thinking in Young Children CITATION Cle99 \l 1033 (Clements, 1999)
Geometry is the study of space and shape and its relevance to maths and the real world cannot be overlooked. For young learners to fully grasp spatial reasoning which is a key pillar in understanding geometry, they have to understand how to form mental representations of objects, relationships and transformations. To cultivate this spatial sense skill, the pedagogical approach must be centered on subjecting children to many different types of shapes in different orientations to avoid making the children be ruled by visual prototypes. Clement points out that to develop the spatial sense needed in learning geometry, children need spatial abilities; namely, spatial orientation and spatial visualization. Spatial orientation is knowing w

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