Visual-Spatial Abilities in the Transition from Kindergarten to Primary School
An Empirical Study on the Development and Use of a Diagnostic Interview
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Beschreibung
This book examines visual-spatial abilities during the transition from kindergarten to primary school from a factor-analytic perspective. Interdisciplinary models provide the foundation for a newly developed model, which in turn serves as the basis for the development of a new diagnostic interview. The analyses and resulting research findings focus on the visual-spatial abilities demonstrated by children aged 4 to 7 years, the relationships and differences associated with individual characteristics, the interrelationships among the subfactors represented in the model, and the influence of visual abilities on spatial abilities.
A distinctive feature of this book is its structure, as the development of the interview is presented as an embedded “study within a study.” This integrated study is guided by its own research question, theoretical foundations, and analytical methods, enabling the interview to be developed according to scientific standards and ensuring compliance with established psychometric quality criteria.
About the Author
Donatus Coerdt taught in primary schools for more than 16 years. He currently works at the Institute of Mathematics Education at Bielefeld University.
The translation was done with the help of artificial intelligence. A subsequent human revision was done primarily in terms of content.
This book is a translation of an original German edition. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation.
This book examines visual-spatial abilities during the transition from kindergarten to primary school from a factor-analytic perspective. Interdisciplinary models provide the foundation for a newly developed model, which in turn serves as the basis for the development of a new diagnostic interview. The analyses and resulting research findings focus on the visual-spatial abilities demonstrated by children aged 4 to 7 years, the relationships and differences associated with individual characteristics, the interrelationships among the subfactors represented in the model, and the influence of visual abilities on spatial abilities.
A distinctive feature of this book is its structure, as the development of the interview is presented as an embedded “study within a study.” This integrated study is guided by its own research question, theoretical foundations, and analytical methods, enabling the interview to be developed according to scientific standards and ensuring compliance with established psychometric quality criteria.
Visual-Spatial Ability Model Mathematics Academic Work
Autor*in
Donatus Coerdt
Themen in »Visual-Spatial Abilities in the Transition from Kindergarten to Primary School«
spatial geometric Geometry Transition Kindergarten Primary School diagnostisch Interview Diagnosis Interview Development visual