Harnessing spatial thinking to support mathematics teaching and learning

There is a growing consensus that spatial thinking is fundamental in how students conceive, express and perform mathematics. Decades of research show that building spatial skills yields measurable impacts on learning. This paper highlights however that the translation of research into explicit and systematic classroom practices to support spatial thinking in post-primary mathematics is not widespread. The aim of this paper is to: present a rationale for spatially enhancing mathematics curricula and pedagogy; to consider some existing tools and frameworks in the field; and to highlight the need for research that develops our understanding of effective practice that promotes spatial thinking in the mathematics classroom.