Beth M. Casey

TL;DR: In this article, the authors investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners and found that storytelling provides an effective context for teaching spatial content, teaching block building develops wider spatial skills, and 3-dimensional mental rotation tasks show a male advantage.

TL;DR: This paper investigated the effects of a storytelling-context for teaching geometry skills to kindergarten girls and boys and found that girls benefited more than boys from the geometry-content interventions (both with and without a story context).

TL;DR: In this article, the authors used a regression discontinuity (RD) analysis to determine the effectiveness of the spatial intervention and found that there was a discontinuity or jump in the regression intercepts at the cutoff score of the pretest variable.

TL;DR: In this paper, the proximal role of home learning environment and specific math activities mediated the relation between family socioeconomics and first grade girls' arithmetic and spatial skills, while spatial activities were not proximal predictors of spatial skills.

TL;DR: Teachers and schools can select from the supplementary books in this series to enrich and address gaps in their present mathematics curriculum based on the most recent NCTM standards recommending a stronger emphasis on geometry, measurement, pre-algebra, and graphing skills.