Résumés
Résumé
Le développement du raisonnement spatial renvoie aux représentations mentales et aux mouvements dans l’espace (Flynn, 2018). Cet article se distingue puisqu’il étudie le développement du raisonnement spatial d’enfants à la maternelle quatre ans à temps plein au Québec (N=174), notion qui reçoit rarement une attention explicite dans les programmes d’études. Les résultats révèlent que le niveau de développement du raisonnement spatial des enfants se situe à un score moyen de 98,27 et qu’ils évoluent entre le prétest et le posttest, ce qui permet de dégager des implications pour la formation initiale et continue ainsi que pour la recherche en enseignement.
Mots-clés :
- Raisonnement spatial,
- éveil aux mathématiques,
- éducation préscolaire,
- maternelle
Abstract
The development of spatial reasoning refers to mental representations and movements in space (Flynn, 2018). This article stands out for its description of the development of spatial reasoning full-time four-year-old kindergarten children in Quebec (N=174), a notion that rarely receives explicit attention in curricula. The results reveal that the level of development of spatial reasoning in children stands at an average score of 98.27 and that they evolve between the pretest and the posttest, which makes it possible to identify implications for initial and continuing training as well as for research in teaching.
Keywords:
- Spatial reasoning,
- early mathematics,
- kindergarten,
- preschool
Parties annexes
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