An easy start…

Connections to lived-in world

You can connect children's lived-in world with how you'd like them to represent and reason about kinematics by starting in two dimensions. Such a starting point also makes it easier for you to introduce the kinematic quantities. Learn to love reasoning with arrows to reduce your worries about making such a change in your teaching. This assumes that you currently follow a more-or-less conventional approach in starting with relationships between speed, distance and time and then relying on graphical representations to support much of the discussion. ggg tasty

Five supports

There are five supporting lines of argument for this approach, each of which is, in effect a pedagogic suggestion, being an interpretation of current research evidence and successful practice: