Navigating ‘the bumpy road’ from research to practice: Improving the impact of research on spatial reasoning practice with young children

Gripton, Catherine; Bates, Kathryn E; Gifford, Sue; Gilligan-Lee, Katie; Williams, Helen J; Borthwick, Alison; Williams, Ashley Yvette; Lancaster, Andrea; Farran, Emily K

Abstract

Ensuring that knowledge generated through research has impact in early childhood education practice is a familiar and complex challenge. This article reports on an attempt to bridge the research-practice divide in one area of mathematics, early spatial reasoning, through the development of a practitioner toolkit to aid professional learning. The approach was to research practitioner perspectives on what is needed to support practice in this important and often under-recognised area of mathematics. We conducted questionnaires and focus groups. These showed that practitioners in England desire support in all areas of spatial reasoning, having received little or no training previously, and that multiple professional learning resources are required for a diverse sector. We argue that research dissemination, which is inclusive of the breadth of the early education sector, should provide age-range specific, accessible, practice-focussed, multi-modal resources.

Citation

Gripton, C., Bates, K. E., Gifford, S., Gilligan-Lee, K., Williams, H. J., Borthwick, A., Williams, A. Y., Lancaster, A., & Farran, E. K. Navigating ‘the bumpy road’ from research to practice: Improving the impact of research on spatial reasoning practice with young children

• Working Paper Type: Preprint
• Deposit Date: Sep 26, 2024
• Publicly Available Date: Oct 9, 2024
• DOI: https://doi.org/10.31219/osf.io/wxk3m
• Public URL: https://nottingham-repository.worktribe.com/output/35159705
• Publisher URL: https://osf.io/preprints/osf/wxk3m