The development of spatial representations in primary school students is an important component of contemporary elementary education, as spatial thinking contributes to mathematical reasoning, visual perception, problem-solving, modelling, and the understanding of relationships among objects in the surrounding environment. This study examines the theoretical and methodological foundations of a pedagogical model designed to develop spatial representations in primary school students. The study employs theoretical analysis, comparative analysis, systematization, generalization, modelling, and pedagogical design methods. The proposed model is based on a system of complementary didactic principles, including connection with real life and practical orientation, learning through play, multisensory learning, consideration of individual and age-related characteristics, learner activity, and independence. The methodological framework incorporates integrative, activity-oriented, learner-centered, developmental, synergetic, and constructivist approaches. The model consists of five interconnected components: target, motivational-preparatory, content-based, practical-activity, and reflective-assessment components. The analysis demonstrates that the development of spatial representations should not be limited to isolated geometric exercises but should be organized as a systematic and progressively structured pedagogical process involving visual, practical, constructive, graphical, and digital activities. The study concludes that the integration of these methodological approaches creates favorable pedagogical conditions for the gradual development of spatial perception, spatial representation, visual-imaginative processing, mental rotation, and spatial reasoning in primary school students.
Pedagogical Model for Developing Spatial Representations in Primary School Students: Theoretical and Methodological Foundations
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