Francis, KristaRothschuh, S.Davis, B.2021-06-172021-06-172021-12-20Francis, K., Rothschuh, S., & Davis, B. (2020). Enhancing student’s spatial reasoning skills with a robotics intervention. In the Proceedings of the 42nd meeting of the North American Chapter of the International Group of the Psychology of Mathematics Education, Mazatlan, Mexico.978-1-7348057-0-3http://hdl.handle.net/1880/113499https://dx.doi.org/10.11575/PRISM/38926Spatial reasoning is a high-impact topic as it strongly predicts interest in, appreciation of, and success in STEM domains and careers. Yet, spatial reasoning is often under-used, underdeveloped, and ignored in current grade-school curriculum and teaching. Framed by the perspective of embodied cognition, our study explores changes in elementary students’ spatial reasoning skills after participation in either a short-term or a long-term robotics intervention. We administered measures of spatial reasoning elements before and after two differently structured robotics interventions to students aged 9-10 years: a short-term (N=11) and two long-term (N=48). Statistical analysis revealed significant improvements to several different elements of spatial reasoning in both groups. Our findings suggest that programming robots in either the short- or long-term leads to improvements in spatial reasoning.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.© 2020 The Authorsconference paper430-2017-0008810.51272/pmena.42.2020-376