Spatial Visual Reasoning 

This research focuses on the design and development of learning environments which network spatial visual representations to allow for wider accessibility of challenging mathematical concepts than numerical tasks often offer.  We have worked with learners from elementary school to university exploring how to restructure computation-based tasks to foster interconnected and accessible avenues for engaging with 'advanced' mathematical concepts for learners of varying ages and needs.

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Readings & Activities

• ​Mamolo, A., Ruttenberg-Rozen, R., & Whiteley, W. (2015).  Developing a network of and for geometry learning. ZDM Mathematics Education, 47(3), 483-496.
• Mamolo, A. & McLoughlin, J. (2015). Task design and problem posing.  Proceedings of the 39th Annual Meeting of the Canadian Mathematics Education Study Group, (pp. 31-36).
• Whiteley, W. & Mamolo, A. (2013). Optimizing through geometric reasoning supported by 3-D models: Visual representations of change. Proceedings of the International Commission on Mathematical Instruction, 22nd Study, University of Oxford, UK.
• Sinclair, M., Mamolo, A., & Whiteley, W. (2011). Designing spatial visual tasks for research: The case of the Filling Task. Educational Studies in Mathematics, 78(2), 135 – 163.

Classroom activities with 3D models & 2D dynamic software:

• Whiteley, W. & Mamolo, A. (2012). Optimizing in geometric contexts: A new approach to the popcorn box activity. Mathematics Teacher, 105(6), 420-426.
•  Mamolo, A., Sinclair, M., & Whiteley, W. (2011). Proportional reasoning with a pyramid. Mathematics Teaching in the Middle School, 16(9), 544 – 549.

Additional materials and resources:
Optimizing with Geometric Reasoning
Filling and Dilation
Spatial Reasoning (CMEF)

ICMI 22