| 000 | 01956 a2200385 4500 | ||
|---|---|---|---|
| 001 | 1317531183 | ||
| 005 | 20250317111638.0 | ||
| 008 | 250312042017GB 116 eng | ||
| 020 | _a9781317531180 | ||
| 037 |
_bTaylor & Francis _cGBP 48.99 _fBB |
||
| 040 | _a01 | ||
| 041 | _aeng | ||
| 072 | 7 |
_aJNT _2thema |
|
| 072 | 7 |
_aJNC _2thema |
|
| 072 | 7 |
_aJNU _2thema |
|
| 072 | 7 |
_aJNLB _2thema |
|
| 072 | 7 |
_aJNLA _2thema |
|
| 072 | 7 |
_aJNM _2thema |
|
| 072 | 7 |
_aJNT _2bic |
|
| 072 | 7 |
_aJNC _2bic |
|
| 072 | 7 |
_aJNU _2bic |
|
| 072 | 7 |
_aJNLB _2bic |
|
| 072 | 7 |
_aJNLA _2bic |
|
| 072 | 7 |
_aJNM _2bic |
|
| 072 | 7 |
_aEDU000000 _2bisac |
|
| 072 | 7 |
_a153.752 _2bisac |
|
| 100 | 1 | _aDaniel Ness | |
| 245 | 1 | 0 |
_aSpatial Intelligence _bWhy It Matters from Birth through the Lifespan |
| 250 | _a1 | ||
| 260 |
_aOxford _bRoutledge _c20170512 |
||
| 300 | _a288 p | ||
| 520 | _bSpatial Intelligence examines public and professional conceptions of the relationships between thinking about spatial attributes and active engagement in spatially related constructions and designs. Even though children’s and adolescents’ spatial propensities in constructive activities parallel the skills needed by professionals in both established and emerging fields, spatial education is often missing from K–12 curricula and is easily impeded by teachers, parents, or other individuals who do not provide contexts in formalized settings, such as schools, to nurture its potential. This book bridges the gap by linking the natural spatial inclinations, interests, and proclivities of individuals from a variety of cultures with professional training and expertise in engineering, architecture, science, and mathematics. Educators will be better able to achieve the skills and awareness necessary to provide children and young adults with the vital opportunities inherent in spatial education. | ||
| 700 | 1 |
_aStephen J. Farenga _4A01 |
|
| 700 | 1 |
_aSalvatore G. Garofalo _4A01 |
|
| 999 |
_c7336 _d7336 |
||