Research Article

Spatial learning trajectories in early childhood mathematics education: An example from a small scale intervention study at a Greek kindergarten

Ifigenia Panagiotidou 1 * , Maria Stamatoglou 2
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1 Department of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, GREECE2 Department of Early Childhood Care and Education, International Hellenic University, Thessaloniki, GREECE* Corresponding Author
Contemporary Mathematics and Science Education, 6(2), July 2025, ep25019, https://doi.org/10.30935/conmaths/17650
Submitted: 03 August 2025, Published: 26 December 2025
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ABSTRACT

This paper focuses on spatial thinking, place learner, a developmental process in which the child develops abilities to understand the concept of space. The literature defines spatial thinking as an interdisciplinary form of thinking that includes the understanding of spatial concepts, reasoning processes and the use of representational tools to solve problems related to space (Clements & Sarama, 2023). This paper presents a teaching intervention that was carried out in a Greek kindergarten, with 4 kindergarten students, 2 boys and 2 girls, aged 4 to 6 years. The children were given the opportunity to respond successfully to the tasks that were assigned to them. This paper also provides examples of teaching activities for learning trajectories and suggests that further research suggestions would be to have more time at the researcher’s disposal to implement other activities as well as to have access to more materials and a larger number of participants to be involved in the process.
Keywords: special learning, mathematics education, intervention, kindergarten

CITATION (APA)

Panagiotidou, I., & Stamatoglou, M. (2025). Spatial learning trajectories in early childhood mathematics education: An example from a small scale intervention study at a Greek kindergarten. Contemporary Mathematics and Science Education, 6(2), ep25019. https://doi.org/10.30935/conmaths/17650

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