Spatial literacy

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(Doorverwezen vanaf Spatial cognition)
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Onderzoek naar ruimtelijk inzicht


Stanislas Dehaene, Véronique Izard, Pierre Pica, Elizabeth Spelke

Does geometry constitute a core set of intuitions present in all humans, regardless of their language or schooling? We used two nonverbal tests to probe the conceptual primitives of geometry in the Mundurukú, an isolated Amazonian indigene group. Mundurukú children and adults spontaneously made use of basic geometric concepts such as points, lines, parallelism, or right angles to detect intruders in simple pictures, and they used distance, angle, and sense relationships in geometrical maps to locate hidden objects. Our results provide evidence for geometrical intuitions in the absence of schooling, experience with graphic symbols or maps, or a rich language of geometrical terms.


Enhancing and Assessing Spatial Cognition through Computational Craftwork, onderzoek gesubsidieerd door NSF ROLE Michael Eisenberg and Ann (Nishioka) Eisenberg

Department of Computer Science and Institute of Cognitive Science, University of Colorado, Boulder

Kun je leerlingen door het laten maken van papieren (en digitale) 3D constructies een stap verder krijgen bij hun 'ruimtelijke cognitie'.

  • Characterize the nature of spatial expertise in the understanding of three-dimensional forms, while creating flexible and non-software-specific assessment techniques to measure development of that expertise;
  • Devise a practical spatial curriculum (i.e., materials designed to enhance and exercise spatial cognition) based on a combination of hands-on work and creative computational papercrafting activities that can be adapted to a wide range of software environments;
  • Extend our current software research environments to incorporate online spatial advisors that assist students in reflecting upon, understanding, playing with, and interpreting three-dimensional polyhedral forms; and
  • Create new software to explore both traditional and novel realms of mathematical papercrafting, such as pop-ups, flexagons, anamorphic art, and surface models. Importantly, these software tools are conceived as design environments for students, through which they can create and print out new, beautiful, expressive, and personalized mathematical structures. Thus, rather than simply provide students with pre-existing kits or exercises, we seek to focus on developing activities that are intellectually rich and affectively compelling. In effect, then, we seek to expand the landscape of traditional mathematical papercrafts by exploiting the creative potential of computational media.


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