TY - BOOK ID - 107972185 TI - Visuospatial reasoning : an ecocultural perspective for space, geometry and measurement education PY - 2015 SN - 9783319024639 9783319024622 9783319024646 9783319378299 3319024620 PB - Cham, Switzerland : Springer, DB - UniCat KW - Didactics of mathematics KW - didactiek KW - studeren KW - wiskunde KW - account management KW - lesgeven KW - Space perception. KW - Mental representation. KW - Visualization. KW - Cognition and culture. KW - Mathematics KW - Study and teaching KW - Psychological aspects. KW - Social aspects. KW - Math KW - Science KW - Culture and cognition KW - Cognition KW - Culture KW - Ethnophilosophy KW - Ethnopsychology KW - Socialization KW - Visualisation KW - Imagination KW - Visual perception KW - Imagery (Psychology) KW - Representation, Mental KW - Abstraction KW - Perception KW - Spatial perception KW - Spatial behavior KW - Figure-ground perception KW - Geographical perception UR - https://www.unicat.be/uniCat?func=search&query=sysid:107972185 AB - This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context. For a number of years, two themes in the field of mathematics education have run parallel with each other with only a passing acquaintance. These two areas are the psychological perspective on visuospatial reasoning and ecocultural perspectives on mathematics education. This volume examines both areas of research and explores the intersection of these powerful ideas. In addition, there has been a growing interest in sociocultural aspects of education and in particular that of Indigenous education in the field of mathematics education. There has not, however, been a sound analysis of how environmental and cultural contexts impact visuospatial reasoning, although it was noted as far back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting visual information. This book provides this analysis and in so doing not only articulates new and worthwhile lines of research, but also uncovers and makes real a variety of useful professional approaches in teaching school mathematics. With a renewed interest in visuospatial reasoning in the mathematics education community, this volume is extremely timely and adds significantly to current literature on the topic. ER -