Spatial Thinking and the Learning of Mathematics in the Game of Go

Yu, Yanning

doi:https://doi.org/10.21985/n2-4h9w-b530

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Spatial Thinking and the Learning of Mathematics in the Game of Go

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Although there has been profound evidence showing the positive correlation between spatial abilities and math performances, we still know very little about how and why spatial thinking facilitates the learning of mathematics. This dissertation unpacks several aspects of mathematics that are embedded in learning and playing an ancient and rich game of Go and sheds light on how and why spatial thinking might contribute to the learning of mathematics. Go is a two-player, turn-based strategy game that originated in ancient China. It is infused with numerous spatial and math activities. Players take turns to put down black or white stones to surround more spaces on the board than the opponent. I draw on the sociocultural perspectives which consider learning as mediated by cultural tools to explore the potential of Go to influence the way Grade 2-3 students learn and do mathematics. My study identifies a variety of mathematical reasoning practices emerging from the teaching and learning of Go patterns, such as conjecturing, justifying, and generalizing, and uncovers how the teacher and students use spatial modeling in a dynamic and fluid way to facilitate the reasoning processes. Additionally, I found various score counting strategies at the end of games, which involve using different kinds of spatial numerical representations to solve math problems embedded in the game. Therefore, Go does not facilitate just one type of math strategy but allows players to choose from multiple types of spatial numerical representations, which yield different strategies to solve emerging math problems in the game. My study thus sheds light on an alternative perspective on how spatial thinking might facilitate math learning.

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