Many studies on visuospatial reasoning have drawn upon a psychological perspective. Importantly, some research has shown that spatial capabilities are developed through experiences and others emphasize the value of physical involvement. This article reports on investigations of how ecocultural experiences, that is cultural experiences in the environment, are examples of physical involvement that require thought and develop visuospatial reasoning about the environment. Such experiences and reasoning are significant in culture and in mathematical thinking. This article was developed by comparing and contrasting research reports from diverse cultural groups, my own studies and lived experiences. Most studies used ethnomethodologies through field work, unstructured interviews and yarning, that is talking about the experiences as they occur or in retrospect or in terms of cultural purpose and mathematical implications. Interestingly, many vignettes reveal close links to the traditional psychological spatial capabilities. Overarching many of the studies were cultural relationships between educators, learners and learning. These studies extend our understanding of visuospatial reasoning to show diverse approaches to many areas associated with school mathematics education. This is particularly noticeable in categorizing and using shapes and location and in the use of symmetry, measurement and proportional reasoning. Other findings were that past experiences within a particular ecocultural environment impact intentions, attention and noticing, which, in turn, affect mathematics learning and investigating. Examples of teaching from an ecocultural perspective to strengthen visuospatial reasoning in mathematics are discussed.

中文翻译：

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改变视觉空间推理的既定观念：整合生态文化视角

关于视觉空间推理的许多研究都是基于心理学的观点。重要的是，一些研究表明，空间能力是通过经验发展的，而其他研究则强调身体参与的价值。本文报告了有关生态文化体验（即环境中的文化体验）如何成为需要思考并开发有关环境的视觉空间推理的身体参与示例的调查。这样的经验和推理在文化和数学思维中都很重要。本文是通过比较和对比来自不同文化群体，我自己的研究和生活经验的研究报告而开发的。大多数研究通过现场工作，非结构化访谈和出纱来使用民族方法论，谈论的是体验的发生，回顾，文化目的和数学含义。有趣的是，许多小插曲揭示了与传统心理空间功能的紧密联系。许多研究的首要内容是教育者，学习者与学习之间的文化关系。这些研究扩展了我们对视觉空间推理的理解，以显示与学校数学教育相关的许多领域的多种方法。在分类和使用形状和位置以及使用对称性，度量和比例推理中，这一点尤其明显。其他发现是，过去在特定生态文化环境中的经历会影响意图，注意力和注意，进而影响数学学习和调查。