Phasenmodell sich entwickelnder Problemlösestrategien bei räumlich-geometrischem Material

Fostering spatial ability is regarded an important issue in the mathematics classroom. This construct includes spatial relationships, which show an early developing and a good promotion possibility. However, there is no psychological and pedagogical categorization of developing strategies to fall back on. This article provides a 7+1-phase model of developing problem solving strategies, which is gained from a geometrical problem solving situation. The empirical data were taken from a random sample of 60 seventh graders. The model indicates that, on the basis of physical action models, self-organized learning processes can be observed, which differentiated phases of growing adaquacy of consideration about the complexity of object features, their relations und their dimensionality.