As part of the Connecting Mathematics Learning through Spatial Reasoning project, a Spatial Reasoning Mathematics Program (SRMP) intervention was implemented with one cohort of 30 students in grades 3 through 4. The SRMP embedded transformation skills in learning sequences comprising repeating and growing patterns, 2D and 3D relationships, structuring area and perimeter, directionality and perspective-taking. Analysis indicated a significantly better gain by the experimental group on the PASA-2 measure of awareness of pattern and structure and on the PASA-Sp assessment of spatial ability at the post-SRMP period. However, there were no significant differences found between groups on the PATMaths4 test of mathematics achievement. Qualitative analyses indicated that students demonstrated the development of complex spatial concepts well beyond curriculum expectations. The SRMP highlighted the important role of patterning and spatial structuring in the formation and representation of spatial concepts.

中文翻译：

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评估空间推理数学计划（SRMP）干预对小学的影响

作为通过空间推理连接数学学习项目的一部分，实施了一项空间推理数学计划（SRMP）干预措施，其中一个队列由3至4年级的30名学生组成。SRMP嵌入了学习序列中的转换技能，包括重复和成长模式，2D和3D关系，结构区域和周长，方向性和取景。分析表明，实验组在SRMP后时期对PASA-2的模式和结构意识的测量以及对空间能力的PASA-Sp评估中获得了明显更好的收益。但是，在PATMaths4数学成绩测验中，各组之间没有发现显着差异。定性分析表明，学生证明了复杂的空间概念的发展远远超出了课程期望。SRMP强调了模式和空间结构在空间概念的形成和表示中的重要作用。