This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .
This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.
Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
In this town, houses are built with one room for each person. There are some families of seven people living in the town. In how many different ways can they build their houses?
The challenge for you is to make a string of six (or more!) graded cubes.
Here are some pictures of 3D shapes made from cubes. Can you make these shapes yourself?
How can we as teachers begin to introduce 3D ideas to young children? Where do they start? How can we lay the foundations for a later enthusiasm for working in three dimensions?
Can you make a 3x3 cube with these shapes made from small cubes?
This article, written for teachers, looks at the different kinds of recordings encountered in Primary Mathematics lessons and the importance of not jumping to conclusions!
Here are four cubes joined together. How many other arrangements of four cubes can you find? Can you draw them on dotty paper?
In this investigation, you must try to make houses using cubes. If the base must not spill over 4 squares and you have 7 cubes which stand for 7 rooms, what different designs can you come up with?