No abstract

Summary. Students in Cape Verde and Pakistan worked through different versions of two instructional programmes intended to teach the visualisation of reflection or rotation respectively in diagrams of three‐dimensional structures. The three versions of the Reflections Programme were concerned respectively with reflections across a different Cartesian plane; the three versions of the Rotations Programme were concerned respectively with rotations about a different Cartesian axis. The results on a post‐test indicated that all six programmes were successful on teaching the particular task in connection with the Cartesian plane or axis in which it had specialised. However, none of the programmes was successful in bringing about any learning to reflect across a different plane, or to rotate about a different axis.

No abstract

No abstract