Children are innately mathematical and explore mathematical concepts through play. However, educator beliefs about mathematics can impact the inclusion of mathematics in early childhood education (ECE). Recent research has suggested that spatial reasoning is a key concept which forms the foundations of mathematics learning. The theoretical argument underpinning this research is that young children benefit from intentional teaching specifically focused on supporting the development of children’s spatial reasoning skills during play. This mixed-methods research project investigated the effects of the implementation of a suite of play-based, spatial reasoning activities on educators’ teaching practices—including observations, assessment and evidence-based planning—and educator beliefs about mathematics in ECE. Twenty-seven participants were educators from 15 early childhood centres for children age 3–5 years, based within culturally and socio-economically diverse populations. Participant qualifications included diplomas, graduate and postgraduate degrees in early childhood and primary education, with teaching experience ranging from 6 months to 35 years. The investigations found reciprocal influences between the three key areas of the research project which included: the implementation of the activities by educators, educator beliefs about mathematics, spatial reasoning and mathematics teaching practice. The findings have implications for further research and curriculum design and practice. These include the need for research methodologies which contribute to sustained professional learning outcomes and the uptake of research findings in practice, play-based spatial reasoning assessment strategies and the contribution of a focus on spatial reasoning to early childhood curricula.

中文翻译：

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在游戏中评估空间推理：教育者的观察，评估和课程计划

儿童天生就是数学家，他们通过玩耍探索数学概念。但是，教育者对数学的信念可能会影响数学在幼儿教育（ECE）中的纳入。最近的研究表明，空间推理是构成数学学习基础的关键概念。这项研究的理论依据是，幼儿得益于有意识的教学，该教学特别侧重于支持儿童游戏中空间推理能力的发展。这个混合方法的研究项目调查了实施一套基于游戏的空间推理活动对教育者的教学实践（包括观察，评估和基于证据的计划）以及教育者对欧洲经委会数学的信念的影响。27名参与者是来自15个幼儿中心的教育人员，他们的文化和社会经济状况各不相同，他们的年龄在3-5岁之间。参加者资格包括幼儿和小学教育的文凭，研究生和研究生学位，教学经验为6个月至35年。调查发现，该研究项目的三个关键领域之间存在相互影响，其中包括：教育者开展活动，教育者对数学的信念，空间推理和数学教学实践。这些发现对进一步的研究以及课程设计和实践具有启示意义。其中包括需要有助于持续专业学习成果的研究方法，以及在实践中采用研究结果的方法，