võime mõista füüsilise ruumi (nii lähiruumi, georuumi kui ka sotsiaalruumi) suhteid (nt oma positsiooni ja objektide asendeid) ning lahendada ruumilisi probleeme (nt teeleidmine, objektide paigutamine ja erinevatest vaatenurkadest visualiseerimine)
Hea teada
USA Teaduste Akadeemia põhjalik (üle 300 lk) raport rõhutab: „Spatial thinking must be recognized as a fundamental part of K–12 education and as an integrator and a facilitator for problem solving across the curriculum.“
Ruumilise mõtlemise oskus on kriitiline, aidates meil mõista ja hinnata objektide vahelisi suhteid. See on fundamentaalne oskus, mis on vajalik lugemise, kirjutamise ja matemaatika õppimisel. Kujutlege, kui lihtsam oleks teie lapsel matemaatikaülesandeid lahendada või lugemisarusaamist parandada, kui tal oleks tugevam ruumiline mõistmine.
To think spatially entails knowing about (1) space—for example, the relationships among units of measurement (e.g., kilometers versus miles), different ways of calculating distance (e.g., miles, travel time, travel cost), the basis of coordinate systems (e.g., Cartesian versus polar coordinates), the nature of spaces (e.g., number of dimensions [two- versus three-dimensional]); (2) representation— for example, the relationships among views (e.g., plans versus elevations of buildings, or orthogonal versus perspective maps), the effect of projections (e.g., Mercator versus equal-area map projections), the principles of graphic design (e.g., the roles of legibility, visual contrast, and figure-ground organization in the readability of graphs and maps); and (3) reasoning—for example, the different ways of thinking about shortest distances (e.g., as the crow flies versus route distance in a rectangular street grid), the ability to extrapolate and interpolate (e.g., projecting a functional relationship on a graph into the future or estimating the slope of a hillside from a map of contour lines), and making decisions (e.g., given traffic reports on a radio, selecting an alternative detour).
