Spatial reasoning in mathematics: A cross-field perspective on deaf and general education research

ABSTRACT

Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as researched and related to deaf and general education from 2010 to 2019. Publication trends during the ten years reveal similarities and differences across both fields. Based on the findings, we share insights, prospects, and provocations for promoting spatial reasoning in mathematics with an emphasis on research and pedagogy for deaf education.

KEYWORDS:

• Spatial reasoning
• embodied cognition
• grades K-3
• Kindergarten-adult
• Deaf/deaf/hard of hearing
• mathematics education
• deaf education
• general education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 In this paper, we refer to mathematics education (grades K-3) as general education unless otherwise specified.

2 Mathematical objects can be physical entities such as a cube as well as formal ideas including numbers, functions, and theorems.

3 Deafness & Education International, American Annals of the Deaf, Journal of Deaf Studies and Deaf Education, and Volta Review.

4 Educational Studies in Mathematics, Journal for Research in Mathematics Education, Journal of Mathematical Behavior, For the Learning of Mathematics, Mathematical Thinking and Learning, Journal of Mathematics Teacher Education, Zentralblatt für Didaktik der Mathematik (ZDM), and Mathematics Education Research Journal.

5 For example, the first author is parent to a hard-of-hearing child, an experienced mainstream school teacher, a mathematics educator, and researcher. The second author is hard-of-hearing, a certified teacher of the Deaf/deaf/hard of hearing, and deaf education researcher.

6 Methodologies were distinguished as: strictly quantitative analysis; strictly qualitative analysis; mixed methods (involving qualitative and quantitative); and case study and action research (neither strictly quantitative nor qualitative).

Additional information

Funding

This research was funded by a grant from the Social Sciences and Humanities Research Council of Canada.

Notes on contributors

Jennifer S. Thom

Jennifer S. Thom is Associate Professor of mathematics education and curriculum studies at the University of Victoria, BC Canada. Thom’s research includes embodied, ecological, and culturally responsive forms of teaching, learning, theorising, and research. As an experienced public school teacher, one key area of her research is spatial reasoning, how it develops, and the role it plays in classroom mathematics.

Taylor Hallenbeck

Taylor Hallenbeck is a teacher of the deaf/hard of hearing in Winnipeg, MB, Canada. Hallenbeck’s doctoral research (University of North Carolina at Greensboro) addresses the mathematics of children who are deaf/hard of hearing, specifically, oral deaf/hard-of-hearing children’s story-problem solving in grades K-3.