AUTHOR=Bufasi Ergi , Lin Ting Jun , Benedicic Ursa , Westerhof Marten , Mishra Rohit , Namsone Dace , Dudareva Inese , Sorby Sheryl , Gumaelius Lena , Klapwijk Remke M. , Spandaw Jeroen , Bowe Brian , O'Kane Colm , Duffy Gavin , Pagkratidou Marianna , Buckley Jeffrey TITLE=Addressing the complexity of spatial teaching: a narrative review of barriers and enablers JOURNAL=Frontiers in Education VOLUME=9 YEAR=2024 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1306189 DOI=10.3389/feduc.2024.1306189 ISSN=2504-284X ABSTRACT=

Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, students, classrooms, and training programs, that are encountered when teaching for spatial ability development. A thorough examination of international research, in combination with a detailed review of the primary Science and Mathematics curricula in Ireland, Latvia, Sweden, and the Netherlands, is undertaken to acquire a more concentrated comprehension of the incorporation of spatial components in the curriculum. The review seeks to establish the fundamental factors that enable or hinder teachers in terms of curriculum, pedagogy, pedagogical content knowledge, and spatialized classroom practices.