Connecting Spatial Reasoning and the 4Cs in Primary Geometry Through an Integrative Review and Instructional Framework
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Abstract
Spatial reasoning is important for primary geometry learning, yet research linking spatial processes with critical thinking, creativity, communication, and collaboration (the 4Cs) remains fragmented across instructional traditions. This review aims to synthesize how spatial reasoning and 4C-related classroom actions can be aligned in primary geometry and to develop an instructional framework. The review employed an integrative approach to 32 peer-reviewed publications published between 2021 and 2026, combining qualitative appraisal, thematic comparison, and conceptual synthesis. The findings identified five instructional clusters: dynamic digital visualization; construction and manipulatives; inquiry and problem solving; embodied and language-rich activities; and collaborative or project-oriented learning. Across these clusters, spatial transformation, representation, prediction, explanation, and perspective coordination provided opportunities for observable 4C-related actions. However, studies rarely assessed spatial reasoning alongside all four competencies, limiting conclusions about the effectiveness of integrated instruction. The resulting 4C–Spatial Geometry Framework (4C-SGF) links spatial objectives, representational resources, observable classroom actions, and formative assessment evidence. This review contributes an evidence-informed framework for designing and investigating integrated primary geometry lessons, with implications for task development and future empirical validation of the proposed indicators and learning outcomes.
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