Investigation of the Relationship between the Spatial Visualization Success and Visual/Spatial Intelligence Capabilities of Sixth Grade Students

Yenilmez, Kürşat; Kakmaci, Özlem

doi:10.12973/iji.2015.8114a

Cited by 24 publications

(20 citation statements)

References 10 publications

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“…Actually, geometry requires visualizing abilities because it is a study of shapes and spaces. Reference [10] stated that the students who have good visualization tend to excel in mathematics than those who do not. Thus, this research supported the previous research by [11] which stated that teachers should guide their students to take advantages from their personal mistakes for improving their mathematics skills, such as visual spatial skills in learning solid geometry.…”

Section: B Discussionmentioning

confidence: 99%

“…Thus, this research supported the previous research by [11] which stated that teachers should guide their students to take advantages from their personal mistakes for improving their mathematics skills, such as visual spatial skills in learning solid geometry. It should be done by mathematics lecturers to prepare their students to have good spatial visualization skills because in the future they who will teach mathematics and geometry, and they should have at least basic spatial skillss [10]. According to [12] lecturers should give instructional activities that afford opportunities for fostering spatial abilities, and those should be included in pre-service programmes so that in the future they have a mathematical foundation to teach geometry.…”

Section: B Discussionmentioning

confidence: 99%

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Major Difficulty in Solid Geometry Learning for University Students: Developing Visual Spatial Skills

Purnomo¹,

Machromah²

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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This research aims were to describe major difficulty for university students in solid geometry learning process and to know the causes of the problem. This research used qualitative method. The data was collected by testing and interviewing respondents. Respondents were 39 mathematics education students in class D, Universitas Muhammadiyah Surakarta, academic year of 2016/2017. The interview was conducted to 6 students who did most errors in major error category based on the test results. The result of this research showed that most of students had main difficulty to develop visual spatial skills in solid geometry learning. They could not visualize shapes of solid geometry objects well. It was because they did not understand well about steps for drawing intersection plane of cube, drew cube carelessly, did not know the shape of cube if the frontal plane was not standard, and remembered the answer of the exercise.

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Section: B Discussionmentioning

confidence: 99%

Section: B Discussionmentioning

confidence: 99%

Major Difficulty in Solid Geometry Learning for University Students: Developing Visual Spatial Skills

Purnomo¹,

Machromah²

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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“…Visual-spatial teaching of science has been shown to improve the grades of fourth grade students [34]. Visualization has been shown to be correlated with visual-spatial intelligence of sixth grade students in mathematics and geometry [35]. Andersen [36] emphasized the need to include tutoring of those skills (together with imagery) in gifted education due to their importance for STEM including development of scienti!c theories [37].…”

Section: Visualizationmentioning

confidence: 99%

Context-aware Cloud-based Mobile Application for Assessment and Training of Visual Cognitive Abilities

Elazhary

2017

Int. J. Interact. Mob. Technol.

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Abstract-Context-aware mobile applications can adapt to di�erent mobile, user and application contexts. Mobile cloud computing has been integrated with those applications to exploit the relatively infinite cloud resources. This paper proposes a context-aware cloud-based MObile application for assessment and training of visual Cognitive Abilities (MOCA). Those abilities, such as the visualization ability of recognizing rotated objects, constitute an integral part of student intelligence. The need to ubiquitously and continuously deliver exercises relevant to a speci!c visual cognitive ability or skill according to the student pro!ciency and context has stimulated proposing MOCA. Integrating cloud computing with MOCA allows creating an extendible repository on the cloud such that the visual material does not affect and is not affected by the relatively limited mobile resources. In MOCA, we propose a hierarchical data structure suitable for the assessment of the various cognitive abilities and skills in terms of related ones. MOCA is also a framework for building applications based on visual cognitive abilities, such as teaching visual science concepts and the visual classi!cation and diagnosis of medical images, and possibly training and assessment systems for other types of cognitive abilities. Two prototype mobile applications have been developed based on MOCA for the visualization ability and for visual classi!cation of science concepts. Empirical evaluation has shown the effectiveness of MOCA in training the students and the satisfaction of the students and teachers with its capabilities.

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“…Erkek öğrenciler, kız öğrencilere göre uzamsal beceriler konusunda daha başarılı olmuşlardır. Araştırmadan elde edilen bu bulguya paralel olarak yapılan araştırmalarda erkeklerin uzamsal beceri puanlarının kızlarınkinden anlamlı derecede yüksek olduğu sonucuna varılmıştır (Dursun, 2010;Dündar, 2014;Yenilmez & Kakmaci, 2015;McGee, 1979). Araştırmadan elde edilen bulguyla paralellik göstermeyen çalışmalar da mevcuttur (Özcan ve ark., 2016;Turğut ve Yenilmez, 2012).…”

Section: Tartışma Ve Sonuçunclassified

The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers

Sarı

2016

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Öz: Bu çalışmada, sınıf öğretmeni adaylarının uzamsal becerileri ile uzamsal kaygı düzeyleri arasındaki ilişkinin araştırılması amaçlanmıştır. Uzamsal beceri ve uzamsal kaygı üzerinde önemli bir değişken olduğu düşünülen cinsiyet faktörü de bu araştırmada dikkate alınmıştır. Araştırmaya merkezde iki ve taşrada iki olmak üzere toplam dört üniversitenin üçüncü sınıflarında öğrenim görmekte olan 267 sınıf öğretmeni adayı katılmıştır. Öğretmen adaylarından elde edilen verilerin toplanmasında "Uzamsal Görselleştirme Testi" ile "Uzamsal Kaygı Ölçeği" kullanılmıştır. Araştırmadan elde edilen veriler sonucunda, uzamsal beceriler açısından erkek öğretmen adaylarının kız öğretmen adaylarına göre daha başarılı olduğu bulunmuştur. Ayrıca kız öğretmen adaylarının erkek öğretmen adaylarına göre daha yüksek uzamsal kaygıya sahip oldukları görülmüştür. Uzamsal beceri ile uzamsal kaygı arasında negatif yönde anlamlı bir ilişki ortaya çıkmıştır. Elde edilen bulgular çerçevesinde önerilere yer verilmiştir.Anahtar Kelimeler: Uzamsal beceri, uzamsal görselleştirme, geometri, kaygı, uzamsal kaygı DOI: 10.16949/turkbilmat.277877Abstract: The aim of this study was to investigate the relationship between the spatial skills and anxiety levels of pre-service primary-school teachers. Gender that was considered as an important variable on spatial ability and spatial anxiety was also taken into account in the study. Totally 267 pre-service primary-school teachers studying at the third grades of totally four universities including two in the province and two in the district area participated into the research. "Spatial Visualization Test" and "Spatial Anxiety Scale" were used for collecting the data from pre-service teachers. It was determined as result of the study that pre-service male teachers were more successful rather than the female pre-service teachers in terms of spatial skills. Furthermore, female preservice teachers were noticed to have higher spatial anxiety rather than the male pre-service teachers. Also it was found a significant negative correlation between the spatial anxiety and spatial skill. Some suggestions were offered within the framework of obtained findings.

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Investigation of the Relationship between the Spatial Visualization Success and Visual/Spatial Intelligence Capabilities of Sixth Grade Students

Cited by 24 publications

References 10 publications

Major Difficulty in Solid Geometry Learning for University Students: Developing Visual Spatial Skills

Major Difficulty in Solid Geometry Learning for University Students: Developing Visual Spatial Skills

Context-aware Cloud-based Mobile Application for Assessment and Training of Visual Cognitive Abilities

The Relationship between Spatial Skill and Spatial Anxiety: A Research on Pre-Service Primary-School Teachers

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