The Concept of Visuospatial Responsivity in 3D Enumeration Tasks

This paper aims to describe children’s responses to perceptual clues (PCs) in 3D enumeration tasks. Thirteen 3rd graders were observed as they solved tasks requiring them to determine the number of units needed to construct a given object. One of the tasks included a PC designed to support students in the visualization and enumeration of the objects. This study examines how the introduction of the PC influenced students’ enumeration strategies. Using the constant comparative method, we found that students responded to PCs in different ways, a variation that can be described using the concept of visuospatial responsivity.