In search of the mechanisms that enable transfer from spatial reasoning to mathematics understanding

Lowrie, Thomas; Resnick, Ilyse; Harris, Danielle; Logan, Tracy

doi:10.1007/s13394-020-00336-9

Cited by 31 publications

(20 citation statements)

References 42 publications

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“…Furthermore, in a training study with mathematical and figuralspatial training tasks, training-related activation differences in the figural-spatial tasks considerably overlapped with the network of brain areas for mathematical tasks (Grabner et al, 2009). The close relation of spatial and mathematical abilities is apparent and confirmed in many studies and reviews (Lowrie et al, 2020;Reinhold et al, 2020;Sorby & Panther, 2020).…”

Section: Introductionmentioning

confidence: 68%

“…Mental rotation is defined as a spatial ability that requires participants to mentally rotate two-or three-dimensional objects accurately and rapidly (Shepard & Metzler, 1971). The relation of spatial and mathematic abilities is often examined and well established (Lowrie et al, 2020). Uttal et al (2013) classified spatial abilities based on two distinctions (see also Newcombe & Shipley, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

Rahe

Quaiser-Pohl

2021

Math Ed Res J

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Math anxiety is a negative affective reaction in situations concerning mathematics and is related to poor math performance and a lower mathematical self-concept. Gender differences appear in math anxiety even though gender differences in math abilities are non-existent or minimal in effect size. In the present study, gender and age differences in math anxiety, mental-rotation performance, and perceived mental-rotation performance are investigated as well as (perceived) mental-rotation performance as possible mediators of the relation between gender and math anxiety. Ninety-seven children (54 females) between 11 and 15 years and 84 undergraduate students (59 females) solved a mental-rotation test, rated their performance in this test, and filled out a questionnaire about math anxiety. Increasing gender differences with age were found for math anxiety, mental-rotation performance, and perceived mental-rotation performance. Mental-rotation performance and perceived mental-rotation performance were significant individual mediators for gender differences in math anxiety. Adequate measures should be discussed to enhance females’ mental-rotation abilities and their perception of these skills to reduce gender differences in math anxiety.

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Section: Introductionmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

Rahe

Quaiser-Pohl

2021

Math Ed Res J

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“…Jadi 6 + 4 + 2 = 12" Dari wawancara tersebut, terlihat bahwa subjek memahami apa yang dimaksud dalam soal serta hal ini dapat dibuktikan ketika subjek menyelesaikan soal dengan cara menentukan volume balok terlebih dahulu. Kemampuan siswa dalam memahami masalah dari geometri dengan baik dapat menunjukkan kemampuan spatial-visualnya sangat baik (Arzarello et al, 2002;Lowrie et al, 2020;Schoevers et al, 2020;Tracy, 1987). Hal itu ditunjukkan oleh subjek saat mengurangkannya dengan kubus yang telah diketahui pada soal tetapi subjek dalam menuliskan apa yang diminta dalam soal kurang tepat serta pada saat subjek menghitung jumlah kubus yang diperlukan subjek menghitung dengan cara mengurangi volume balok dengan kubus yang diketahui pada soal.…”

Section: Hasil Dan Pembahasan 31 Hasilunclassified

Kemampuan Visualisasi Spasial Siswa Dalam Memecahkan Masalah Geometri Bangun Ruang Sisi Datar

Octaviani¹,

Indrawatiningsih²,

Afifah³

2021

IJoPME

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Latar Belakang. Kemampuan visualisasi spasial merupakan salah satu faktor penting dalam memecahkan masalah geometri karena pada saat mempelajari bangun ruang tiga dimensi siswa tidak hanya diminta berhitung untuk menentukan suatu nilai tetapi juga harus dapat memvisualkan suatu objek di dalam pikirannya. Jika kemampuan visualisasi spasial ini tidak dikembangkan maka kemungkinan siswa akan mengalami kesulitan dalam mempelajari geometri. Tujuan Penelitian ini adalah mendeskripsikan kemampuan visualisasi spasial siswa dalam memecahkan masalah geometri merupakan tujuan dari penelitian ini. Metode Penelitian yang digunakan adalah penelitian kualitatif yang pengambilan datanya menggunakan hasil tes tulis dan wawancara dengan subjek penelitian adalah kelas VIII yang berjumlah 28 siswa kemudian diambil siswa yang jawabannya paling banyak memenuhi indikator dari pada siswa yang lainnya untuk diwawancarai lebih lanjut mengenai kemampuan visualisasi spasialnya. Pemilihan subjek didasarkan atas hasil tes tulis dari 28 siswa, terdapat 1 siswa yang jawabannya paling banyak memenuhi indikator dari pada siswa yang lainnya, sehingga siswa ini dipilih untuk dijadikan subjek penelitian serta diwawancarai lebih lanjut. Hasil Penelitian menunjukkan bahwa hasil tes tulis dan wawancara subjek mampu memenuhi indikator pengimajinasian, pengonsepan dan pencarian pola. Indikator yang tidak dapat dipenuhi oleh subjek yaitu pemecahan masalah, hal ini dikarenakan siswa kurang teliti dalam menuliskan jumlah kubus yang diketahui dalam soal yang mengakibatkan jawabannya salah. Subjek pada penelitian ini dikatakan memiliki kemampuan visualisasi spasial, hal ini dikarenakan adanya kesesuaian ketika melakukan tes tulis dan wawancara

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“…Therefore, instead of creating spatial training based on training single or multiple specific spatial skills, training block construction offers a unique, engaging, motivational opportunity to train multiple skills at once, making it a good target for educational interventions. Additionally, this may be even more effective than training the skills separately, as they are instead embedded within a context which may help children to apply the skills they have learnt (Wilkinson et al., 2019) and spatial skills are learned and developed in a context rather than in abstract (Casey et al., 2008; Lowrie et al., 2020). Furthermore, as mentioned above, there has been limited research on the impact of training block construction on spatial skills and mathematical outcomes, and no studies to date have investigated the impact of block construction training on both spatial skills and mathematical outcomes within the same study.…”

Section: Introductionmentioning

confidence: 99%

Assessing the impact of LEGO® construction training on spatial and mathematical skills

McDougal

Silverstein

Treleaven

et al. 2023

Developmental Science

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Lego construction ability is associated with a variety of spatial skills and mathematical outcomes. However, it is unknown whether these relations are causal. We aimed to establish the causal impact of Lego construction training on: Lego construction ability; a broad range of spatial skills; and on mathematical outcomes in 7–9‐year‐olds. We also aimed to identify how this causal impact differs for digital versus physical Lego construction training. One‐hundred and ninety‐eight children took part in a six‐week training programme, delivered twice weekly as a school lunch time club. They completed either physical Lego training (N = 59), digital Lego training (N = 64), or an active control condition (crafts; N = 75). All children completed baseline and follow‐up measures of spatial skills (disembedding, visuo‐spatial working memory, spatial scaling, mental rotation, and performance on a spatial‐numerical task, the number line task), mathematical outcomes (geometry, arithmetic, and overall mathematical skills) and Lego construction ability. Exploratory analyses revealed evidence for near transfer (Lego construction ability) and some evidence for far transfer (arithmetic) of Lego training, but overall transfer was limited. Despite this, we identified key areas for further development (explicit focus on spatial strategies, training for teachers, and embedding the programme within a mathematical context). The findings of this study can be used to inform future development of Lego construction training programmes to support mathematics learning.

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In search of the mechanisms that enable transfer from spatial reasoning to mathematics understanding

Cited by 31 publications

References 42 publications

Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults?

Kemampuan Visualisasi Spasial Siswa Dalam Memecahkan Masalah Geometri Bangun Ruang Sisi Datar

Assessing the impact of LEGO® construction training on spatial and mathematical skills

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