Developing a network of and for geometric reasoning

Mamolo, Ami; Ruttenberg-Rozen, Robyn; Whiteley, Walter

doi:10.1007/s11858-014-0654-3

Cited by 16 publications

(8 citation statements)

References 27 publications

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“…identifying rotation, reflection, and symmetry of objects) implicitly requires mental manipulation of spatial information (Clements & Battista, 1992 ; Jones, 2001 ). Subsequently, improving spatial reasoning in the current study may have provided students with the prerequisite skills required to engage in more complex geometric reasoning (Mamolo et al, 2015 ). Previous research has consistently shown that spatial skills are key predictors in geometry (e.g.…”

Section: Discussionmentioning

confidence: 98%

Supporting senior high-school students’ measurement and geometry performance: Does spatial training transfer to mathematics achievement?

2022

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It is well established that spatial reasoning skills (i) support mathematics achievement, (ii) are malleable, and (iii) can be improved through training. More recently, there has been interest in using spatial training to causally support corresponding improvements in mathematics achievement; however, findings so far appear to be mixed. The current study explores the effect of a spatial reasoning intervention on Year 11 students’ spatial reasoning skills and mathematics achievement and considers the role of a pedagogical framework and the multidimensional nature of mathematics and spatial reasoning in the design of the intervention. The Experience-Language-Pictorial-Symbolic-Application (ELPSA) pedagogical framework was used to modify an existing spatial intervention program for delivery by high-school educators to Year 11 students (an important but understudied population). The spatial intervention involved training a range of spatial skills over an extended timeframe. Students were randomly assigned to the intervention condition or to a business-as-usual control (n = 73). Using a pre-/post-test design, we found the intervention was successful in improving participants’ spatial reasoning skills and performance on measurement and geometry items compared to the control condition but not on number and algebra items. These findings demonstrate that spatial training can support mathematics achievement in certain contexts, highlighting the importance of identifying how individual spatial skills support specific mathematics tasks. Consideration was given for how to use strong pedagogical techniques to scaffold transfer, finding utility in the ELPSA framework. Implications for how to embed spatial training within real mathematics classrooms, as done in the current study, are discussed.

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Section: Discussionmentioning

confidence: 98%

Supporting senior high-school students’ measurement and geometry performance: Does spatial training transfer to mathematics achievement?

2022

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“…In this case, the appearance of geometric representation begins with the perception of the subject who views the form ( 2 − 2 ) as the area of the unit squares. Mamolo et al (2015) said that this condition involves geometric reasoning and spatial visualization ability, where the process involves geometrical transformation, symmetrical, and dimensional comparison. He also added that geometric representation is useful for cognitive aspects as a tool for understanding a concept.…”

Section: Discussionmentioning

confidence: 99%

Multi-representation raised by prospective teachers in expressing algebra

Sirajuddin

Sa’dijah

Parta

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research investigated types of multi-representations raised by prospective teachers in expressing algebra. This study used a qualitative approach with case study methods. As many as 112 prospective mathematics education teachers from Universitas Negeri Malang of Indonesia participated. Researchers used Algebra Task Sheet and Interview Guide Sheet as data collection tools. Then an analysis is carried out so that the following categories are obtained: subjects that symbolically express algebra, pictorial, and geometric. The results obtained showed that 74% of subjects expressed symbolically algebra, while 15% of subjects expressed pictorially, and 11% of subjects expressed geometrically. The research findings showed that there are three forms of representation raised by the subject in expressing algebra, namely the representation of algebraic symbols, image representations, and geometric representations. Most of the participants produced algebraic symbolic representations and some of them experienced obstacles in producing pictorial representations and geometric representations, also researcher found similar patterns in producing geometric representation namely, perception, appearance, strategy, and re-examination. Researchers recommend geometric representations for further research because they tend to be done by subjects with high mathematical abilities and rarely found research that produces geometrical representations when solving algebraic problems.

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“…Visual-spatial intelligence has several indicators, namely (1) spatial perception, (2) spatial visualization, (3) mental rotation, (4) spatial relations, and (5) spatial orientation (Hanifah et al, 2018;Maier, 1998;Nasution et al, 2019). These indicators are very much needed in solving problems, especially in geometry and measurement topics (Adams et al, 2022;Mamolo et al, 2015). Some previous studies specifically used visual-spatial as the main predictor in geometry (Battista et al, 1982;Delgado & Prieto, 2004).…”

Section: Visual-spatialmentioning

confidence: 99%

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Wati

Pujiriyanto

2022

BetaJTM

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[English]: Problem-solving is the heart of mathematics learning that can be influenced by intelligence. Logical-mathematical, visual-spatial, and intrapersonal intelligence have possible effects on problem-solving. This ex post facto quantitative research aims to evaluate the effect of the three intelligence on the ability of prospective primary teachers (PPT) to solve mathematical problems partially and simultaneously. The research sample (n=207) was selected through proportional stratified random sampling using the Slovin formula. Data were collected through a test and questionnaire that had been tested for content and construct validity as well as construct and composite reliability. Data prerequisite tests include tests for normality, linearity, multicollinearity, and heteroscedasticity. Hypothesis testing is done through a multiple regression test. The results show that logical-mathematical, visual-spatial, and intrapersonal intelligence simultaneously have a significant effect on PPTs’ mathematical problem-solving with a large effect of 30.3%. Partially, intrapersonal intelligence does not have a significant effect on problem-solving ability. [Bahasa]: Pemecahan masalah merupakan jantung pembelajaran matematika yang bisa dipengaruhi oleh faktor kecerdasan. Jenis kecerdasan yang berpotensi memiliki pengaruh adalah logis-matematis, spasial-visual, dan intrapersonal. Penelitian kuantitatif ex post facto ini bertujuan untuk menguji pengaruh dari ketiga kecerdasan tersebut terhadap kemampuan pemecahan masalah matematis secara parsial maupun simultan. Sebanyak 207 mahasiswa sebagai sampel penelitian dipilih melalui proportional stratified random sampling menggunakan rumus Slovin. Data dikumpulkan melalui tes dan kuesioner yang sudah di uji validitas isi dan konstruk serta reliabilitas konstruk dan komposit. Uji prasyarat data meliputi uji normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Uji hipotesis dilakukan melalui uji regresi berganda. Hasil penelitian menunjukkan bahwa kecerdasan logis-matematis, spasial-visual, dan intrapersonal secara simultan berpengaruh signifikan terhadap kemampuan pemecahan masalah matematis dengan besar pengaruh 30,3%. Sedangkan secara parsial hanya kecerdasan intrapersonal yang tidak memiliki pengaruh signifikan terhadap kemampuan pemecahan masalah matematis.

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Developing a network of and for geometric reasoning

Cited by 16 publications

References 27 publications

Supporting senior high-school students’ measurement and geometry performance: Does spatial training transfer to mathematics achievement?

Supporting senior high-school students’ measurement and geometry performance: Does spatial training transfer to mathematics achievement?

Multi-representation raised by prospective teachers in expressing algebra

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

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