Spatial Visualization and Imagery

Children develop the processes of generating, maintaining, and manipulating mental images of two- and three-dimensional objects, including moving, matching, and combining them. Such imagery and visualization is important across many topics in mathematics. Here, we emphasize the movement, especially mental movement, of shapes.

Inclusive Teaching Approaches

We are working with our partners at the STEM Innovation for Inclusion in Early Education (STEMI2E2) Center to improve engagement opportunities for young children with disabilities (O-5). 

Accessibility for Diverse Educators 

  • Almost all of the videos on our website have closed captions in English and Spanish for the deaf and hard of hearing.
  • Most of our videos can also be accessed with a voiceover describing the scene for those with vision impairments. Click on the Accessibility toggle in the bottom right corner.

Accessibility for Children

Learn how to incorperate Spatial Visualization and Imagery across the whole day in Routines and find accomodations for diverse learners in all levels of Spatial Visualization and Imagery in Teaching Strategies.

We have also created new activities or updated previous activities with new features that support engagement for all children. Features of the activities include intentionally inclusive design, accommodations for specific disabilities, questions for caregiver and early interventionist reflection on development, and ideas for learning in everyday routines. We have started by developing activities for infants and toddlers, with plans to add more at the older levels in the future. New inclusive activities for Counting are linked below (and also embedded in the site, at their respective trajectory level).

What Will Fit? 

General accommodation recommendations can be accessed in our Inclusion resources, linked here.               

Read more about the STEMIIEE center here at their website

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.