Abstract
Children aged between 4 years and 6 months and 11 years and 10 months were individually administered a series of spatial Tasks involving the conceptualisation and manipulation of an unfamiliar plane shape. An analysis of the children's performance revealed that both initial perception of a shape and approach to task solution strongly influence children's success at shape recognition. The findings also suggest that both visual perception limitations, together with an unwillingness to experiment visually and physically, lead to shape recognition difficulties.
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Warren, E., English, L. Facility with plane shapes: A multifaceted skill. Educ Stud Math 28, 365–383 (1995). https://doi.org/10.1007/BF01274079
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DOI: https://doi.org/10.1007/BF01274079