FIGURE 10.1 Timetable for implementing Recommendations 2–6.

as a fundamental and necessary part of the process of K–12 education. The committee does not view spatial thinking as one more piece to be added on to an already overburdened curricular structure. In contrast, spatial thinking is viewed as an integrator and a facilitator for problem solving across the curriculum. Spatial thinking does not and should not stand alone, but equally well, without explicit attention to it, we cannot meet our responsibility for equipping the next generation of students for life and work in the twenty-first century. Chapter 11 shows what can be achieved by using one high-tech support system, GIS, to engage students in scientific problem solving.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement