Source: Journal of Mathematics Teacher Education , Volume 14, Number 2, 133-148. (April, 2011).
In this article, the authors build a case for the importance of geometry and spatial thinking.
The authors review research on professional development for these teachers, and describe a series of research and development projects based on this body of knowledge.
The authors conclude that research-based models hold the potential to make a significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of their teachers.