Enhancing Primary Teachers’ Spatial Ability to Improve Inclusive Math Learning: The MATABì Project

This study examines the impact of Matabì training on primary teachers’ spatial abilities and its potential for improving students’ math learning and approaching the related gender gap. Knowing the correlation between spatial abilities and STEM learning, the research specifically focuses on the direct spatial training provided in two different editions of the course (face-to-face and online) and its effect on teachers’ spatial skills. The findings indicate that approximately 70% of primary teachers demonstrated improved mental rotation ability after participating in the project. This enhancement in spatial ability equips teachers with the skills needed to effectively integrate spatial reasoning into their instructional practices, thereby facilitating students’ comprehension of geometric concepts, problem-solving skills, and spatial visualisation. Moreover, alongside the direct training, the Matabì course empowers teachers’ confidence in teaching mathematics by incorporating constructional play and using students’ individual LEGO Duplo kits to support their mathematical understanding. The findings underscore the potential of the Matabì project, as it contributes to teachers’ professional development while promoting effective and inclusive mathematics education. By increasing awareness of spatial thinking and addressing teachers’ training needs, the Matabì project emerges as a valuable initiative in mathematics education.