Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit

Farran, Emily K.; McCarthy, Sarah; Gilligan-Lee, Katie A.; Bates, Kathryn E.; Gripton, Catherine

Abstract

A robust finding in cognitive psychology is that training children’s spatial abilities is an effective route to improving mathematics performance. Despite this finding, there is limited representation of spatial reasoning in school curricula. To bridge this gap between research and practice, we created the Spatial Reasoning Toolkit (SRT; Gifford et al., 2022). In Study 1, we provide quantitative data of practitioner knowledge of spatial reasoning (N = 94) and their intended use of the SRT (N = 74). One year after the toolkit was launched, we compare these samples to a sample of SRT users (N = 59). In Study 2, we present case studies from three different school settings of users of the SRT. Results demonstrate that practitioners judged the SRT to be very useful. As intended, practitioners used it mainly for professional learning and for planning, but confidence in their ability to define spatial reasoning was mixed. Three diverse case studies demonstrate flexibility in application of the SRT resources, exemplifying that every child is unique and might not conform to the ‘typical’ trajectory. Practitioner time was presented as a barrier; this limitation was somewhat overcome by presenting multiple resource types, but nevertheless highlighted the need to maximize accessibility when translating research to practice.

Citation

Farran, E. K., McCarthy, S., Gilligan-Lee, K. A., Bates, K. E., & Gripton, C. (2024). Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit. Gifted Child Today, 47(3), 202-215. https://doi.org/10.1177/10762175241242494

• Journal Article Type: Article
• Acceptance Date: May 17, 2024
• Online Publication Date: Aug 7, 2024
• Publication Date: 2024-07
• Deposit Date: Aug 20, 2024
• Publicly Available Date: Aug 20, 2024
• Journal: Gifted Child Today
• Print ISSN: 1076-2175
• Electronic ISSN: 2162-951X
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 47
• Issue: 3
• Pages: 202-215
• DOI: https://doi.org/10.1177/10762175241242494
• Keywords: problem solving, cognitive development, spatial reasoning, teacher education, spatial talent, curriculum, quality education, mathematics
• Public URL: https://nottingham-repository.worktribe.com/output/38365861
• Publisher URL: https://journals.sagepub.com/doi/10.1177/10762175241242494