What is 2D or 3D ‘spatial structure’?
Spatial structure … what is it?
In the NSW maths syllabus, the topics of 2D spatial structure and 3D spatial structure are taught from Kindergarten onwards.
But if 2D spatial structure involves 2D shapes and area, why aren’t they just called that? That’s what we understand. The same with 3D spatial structure, which is 3D objects and volume?
Well, the quick answer is that your child’s teachers probably won’t use those words with your child, BUT they are so-called because they are related.
Let’s break it down further.
Spatial structure refers to the arrangement and organisation of elements within a given space. Probably not that helpful at this stage, but let’s keep going …
2D shapes have, well, two dimensions - length and width. Area is measured by using … yep, you got it - two dimensions, length and width.
3D objects have three dimensions - length, width and depth - and we use these dimensions to calculate volume and capacity.
So, “area relates to the measurement of two-dimensional space in the same way that volume and capacity relate to the measurement of three-dimensional space”. (K-10 Maths syllabus)
Knowledge of the structure of rows and columns in two dimensions, learnt as part of the area concept, will assist your child to learn about the structure of three-dimensional packing.
When your child is learning about area, they will begin by engaging in covering activities, initially with anything from counters to cushions, from rock to blocks.
They then move on to identifying the need for a standard unit of measure, and before they talk about square metres or square centimetres, they may use something like post-it notes, all of which are uniform, allowing for comparisons to be made.
Then array structure can be developed.
Array, you murmur, that’s used in multiplication strategies! Yes, it is.
“Knowledge of the array structure is important for an understanding of area measurement. It enables the area of a rectangle to be linked to the lengths of its sides. Consequently, it provides the basis for rectangular area to be calculated using multiplication.” (K-10 Maths syllabus)
Links, connections, relationships … the reality of maths in the real world.
So, what does this mean for you?
The Grattan Institute Report (13.04.2025) states that “Maths is a highly cumulative discipline, with topics generally building on one another. What students are expected to learn in primary school is foundational for future success. This means that knowledge gaps accumulated in the early years can create big problems down the track– students who fall behind tend to stay behind.
Far too many students enter high school without mastering the foundations. Students sit NAPLAN in March, approximately halfway through Term 1. This means Year 7 NAPLAN results largely evaluate primary school learning. The Year 7 results show that 1 in 3 students lack the proficiency expected by the end of primary school, with 1 in 4 achieving below the level of the average Year 5 student just as the pace of maths learning begins to accelerate.”
So, don’t wait until your child experiences problems in maths. Be proactive and help them as they navigate new information year on year.
They need your help to be able to get the practice that is crucial to them making their maths knowledge a permanent fixture in their heads! They need these concepts pointed out, connected to everyday life, and practiced often.
And the good news is that YOU can do this with them.
Not sure how?
That’s ok. Let me show you. It’s what I do.
