Can children reason about three-dimensional geometry?
This study explores children’s representation and reasoning about three-dimensional (3D) geometric features. We want to understand children’s capacity to identify 3D objects by using information such as angle, length and perspective. In this study, children – ages 5 to 7- play a computer game with an experimenter. During the game, children are presented with an animal that hides in a specific ‘corner’. Then, children are shown pictures of four different corners. One of the pictures is of the original corner, but shown from a new perspective. The other three pictures show corners that are different from the original corner in angle or length. The children are then asked to find the hidden animal by identifying the original corner. Previous studies have shown that both infants and children can distinguish between different angles in two-dimensional (2D) situations. This study explores why children have difficulty performing the same task when they are presented with three-dimensional (3D
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