Enhancing spatial ability and mechanical reasoning through a STEM course

Julià, Carme; Antolì, Juan Òscar

doi:10.1007/s10798-017-9428-x

Cited by 31 publications

(25 citation statements)

References 17 publications

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“…Trabajos similares han obtenido un mejor desempeño en hombres con respecto a mujeres en actividades basadas en robótica y programación a través de tareas relacionadas con habilidades espaciales y de resolución de problemas (Coxon, 2012;González-Calero, Cózar, Villena, y Merino, 2018;Julià y Antolí, 2018). En nuestro caso, la puntuación media por intento (scoret i ) presentó diferencias a favor de los hombres (Mdn = 0.67) con respecto de las mujeres (Mdn = 0.60) en tres de los cuatro problemas administrados (P01 a P04, ver Figura 6); no obstante, estas diferencias resultaron ser no significativas (W = 19124, p = .836, r= 0.02).…”

Section: Sobre El Papel Del Género En Las Tasas éXito De Los Problemasunclassified

Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares

Diago

González‐Calero

Arnau

2019

REALIA

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In this paper we present the fundamentals of software design capable of monitoring and recording data related to the management of mathematical problem solving processes. The software allows a systematic collection of the variables of the resolution process from which it is possible to obtain different student learning analytics. By not focusing exclusively on the final outcome of the resolution process, it is possible to identify cognitive tendencies of the students. In this manuscript we describe the characteristics of this technological environment together with the didactic basis that justifies the interest of research at school levels in which poor knowledge limits the formalization of problem solving situations. The first results of a pilot study that has allowed the evaluation of strengths and weaknesses of the developing version are attached. Finally, future directions for this technological environment are discussed as one more step in both innovation and research in Mathematics Education.

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Section: Sobre El Papel Del Género En Las Tasas éXito De Los Problemasunclassified

Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares

Diago

González‐Calero

Arnau

2019

REALIA

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“…In fact, within mathematics' education research community it is consensual that the narrow ability of Visualization is relevant to all areas of Mathematics and particularly to Geometry (Sinclair et al, 2016;Yildiz & Özdemir, 2017), being itself an object of prolific research often under the names of visuospatial reasoning, visualizing, spatial reasoning, spatial thinking and visual reasoning (Sinclair et al, 2016). Spatial skills are associated with success in science, technology, engineering, and mathematics domains (Gilligan, Flouri, & Farran, 2017;Julià & Antolì, 2017;Kell & Lubinski, 2013). Even tough, as formulated by Bishop (2008), spatial abilities may constitute "an area like language, which is every teacher's responsibility" (p.79), Geometry Education's field produces fertile ground to, in natural contexts, see and learn about spatial reasoning in curricular motion (Sinclair et al, 2016), for it plays an important role in the process of interpreting visual information related to learning geometry (Kösa, 2016).…”

Section: Cognitive Abilities Learning Mathematical Learning and Achmentioning

confidence: 99%

Reasoning Abilities and Learning Math: A Möbius Strip?

Brito¹,

Almeida

Osório

2019

INT ELECT J MATH ED

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Long have we known that reasoning abilities are linked to learning, and specifically to learning mathematics. Even intelligence, considered a controversial construct, plays a significant role in the research on the explanation of academic performance. This article intends to highlight some important cognitive abilities or dimensions relevant to learning mathematics, synthesizing some research that defines such constructs and relates them to mathematical learning and achievement. General considerations about designing and implementing meaningful learning experiences are presented.

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“…However, no significant differences were observed for females. Julià and Antolì () conducted a study with 50 sixth‐ and seventh‐grade students in which participants completed a STEM course including robots‐based activities. Results indicated that after the intervention sixth‐grade males outscored females in one sub‐set of tasks associated with mental rotation.…”

Section: Antecedents and Aimsmentioning

confidence: 99%

“…In particular, previous literature offers evidence that educational robotics may be useful to foster students’ acquisition of spatial abilities (eg, Julià & Antolì, ). Considering these antecedents, we have conducted an experiment with 7‐ and 8‐year‐old students whose main goal is to investigate whether robotics‐based instruction, in the context of map‐reading tasks, may produce greater learning gains on mental rotation abilities in comparison with traditional instruction.…”

Section: Antecedents and Aimsmentioning

confidence: 99%

The development of mental rotation abilities through robotics‐based instruction: An experience mediated by gender

González‐Calero¹,

Cózar²,

Villena³

et al. 2018

Brit J Educational Tech

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The research literature on the topic of “spatial ability” reveals that it has a major influence on achievement in the fields of science, technology, engineering and mathematics. Additionally, previous studies indicate the existence of a gender gap in spatial ability in favour of males. Mental rotation, one subskill of spatial ability, is an area in which gender differences are greater. At the same time, educational robotics is seen as one of the more promising technologies in educational contexts for the future. We conducted a quasi‐experimental study with 142 seven‐ and eight‐year‐old students aimed at analysing whether robotics‐based instruction may produce greater learning gains on mental rotation abilities compared to traditional instruction. The intervention was developed in the context of map‐reading tasks, which are part of the curricular content in Mathematics and Social Sciences at this age. The results showed that for males, the robotics‐based instruction promoted a significantly greater improvement in students’ mental rotation abilities compared to the control group. By contrast, no significant differences were observed for females. Although this study provides empirical evidence of the potential of robotics‐based instruction, future studies need to deeply analyse the existence of gender differences in the learning gains obtained through educational robotics.

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Enhancing spatial ability and mechanical reasoning through a STEM course

Cited by 31 publications

References 17 publications

Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares

Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares

Reasoning Abilities and Learning Math: A Möbius Strip?

The development of mental rotation abilities through robotics‐based instruction: An experience mediated by gender

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