The role of 2D and 3D mental rotation in mathematics for young children: what is it? Why does it matter? And what can we do about it?

By Catherine D. Bruce, Zachary C K Hawes. 2015

111 citations recorded by the source corpus.

Subfields: Automotive Engineering, Developmental and Educational Psychology, Geography, Planning and Development

View Paper: https://www.semanticscholar.org/paper/44cda0d95294ca68ad51ecfefffc91317b9c30ac

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Automotive Engineering

1. Joan Moss
2. Beverly Caswell
3. Zachary C K Hawes
4. Daniel Poliszczuk
5. Harpreet Kaur

In Developmental and Educational Psychology

1. Joan Moss
2. Beverly Caswell
3. Zachary C K Hawes
4. Daniel Poliszczuk

In Geography, Planning and Development

1. Zachary C K Hawes

Citations in the corpus

• Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention (2017, unknown): “With several other collaborators, we began a project known as the Math for Young Children (M4YC) project (see Bruce & Hawes, 2015; Moss, Bruce, Caswell, Flynn, & Hawes; 2016; Moss, Hawes, Naqvi, & Caswell, 2015).”
• Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study (2015, background): “Of the various spatial skills identified, mental rotation ability appears to play an especially important role in mathematics learning and achievement [4,7].”