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Spatial reasoning comprises a set of skills used to mentally visualize, orient, and transform objects or spaces. These skills, which develop in humans through interaction with our physical world and direct instruction, are strongly associated with mathematics achievement but are often neglected in early grades mathematics teaching. To conceptualize ways to increase the representation of spatial reasoning skills in the classroom, we examined the outcomes of cognitive interviews with kin- dergarten through grade two students in which they engaged with one spatial reasoning task. Qualitative analyses of students’ work samples and verbal reasoning responses on a single shape de/composition task revealed evidence of a continuum of sophistication in their responses that supports a previously articulated hypothetical learning progression. Results suggest that teachers may be able to efficiently infer students’ skills in spatial reasoning using a single task and use the results to make instructional decisions that would support students’ mathematical development. The practical implications of this work indicate that additional classroom-based research could support the adoption of such practices that could help teachers efficiently teach spatial reasoning skills through mathematics instruction. 

As Hispanic-serving institutions (HSIs) continue to expand across the United States, there is an even greater need for faculty at HSIs to engage with the construct of servingness to advance Latinx student success. Yet, there is very little research that points to professional development for faculty to understand what servingness means and how to implement it into faculty roles of research, teaching, and service. To address this gap, this paper provides a model for faculty professional development around and with servingness. Following, this paper centers the voces of six faculty from diverse fields and disciplines who in their first year at an HSI participated in a professional development series focused on servingness, and who, then explicitly connected their research and teaching with servingness. As such, this paper provides practical steps to design professional development for faculty around servingness. It also highlights the significance of professional development for faculty implementation of servingness in research and teaching.