Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?

Abstract

Background. The role of gender in both spatial and mathematics performance has been extensively studied separately, with a male advantage often found in spatial tasks and mathematics from adolescence. Spatial reasoning is consistently linked to mathematics proficiency, yet despite this, little research has investigated the role of spatial orientation and gender in the relationship between spatial reasoning and mathematics. Aims. In the present study, three spatial reasoning constructs (mental rotation, spatial visualization, and spatial orientation) were examined for their unique contributions to mathematics performance in two samples (Study 1: grade 5; Study 2: grade 8). In light of the emerging gender gap in mathematics as children develop, these relationships were explored as a function of gender. Sample. Eighty-four fifth-grade students participated in Study 1 (43 females, 41 males; mean age = 11.19 years). Nine hundred and three eighth-grade students participated in Study 2 (498 females, 405 males; mean age = 13.83 years). Methods. The three spatial reasoning constructs (mental rotation, spatial visualization, and spatial orientation) were examined for their unique contributions to mathematics performance for females and males in general and across different mathematical content (geometry-measurement and number sense). Results. Spatial factors accounted for 51% of the variance in math scores in Study 1 (grade 5) and 32% of the variance in math scores in Study 2 (grade 8). In both studies, spatial factors predicted a larger proportion of variance in geometry-measurement than for number sense. Spatial orientation was found to be a unique contributor in all mathematics models, object-based spatial skills (mental rotation and spatial visualization) varied in their contribution to math performance depending on mathematics content and gender. Conclusions. The present work highlights the unique contribution of spatial orientation in the spatial-mathematics relationship and provides insights into the nature of gender differences in mathematical problem-solving as a function of spatial reasoning and mathematics content.

Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

“…The importance of spatial reasoning on students' performance [33] and how students used spatial reasoning skills to solve geometric problems [14] were strongly documented in existing studies. Spatial reasoning skills are needed to be proficient both for students and teachers [34][35][36]. Thus, pre-service teachers prepared for being a teacher in the future as facilitators for their students' spatial reasoning must master spatial reasoning.…”

Kemampuan penalaran matematis mahasiswa berdasarkan variasi gender dan self-efficacy matematis

“…Variasi gender menjadi salah satu elemen yang mempengaruhi kemampuan penalaran matematis (Brandell & Staberg, 2008;Mendick, 2005;Sumpter, 2014Sumpter, , 2015b. Kesenjangan variasi gender dalam matematika telah muncul saat anak-anak berkembang (Harris et al, 2020). Pada penelitian Erdem & Soylu (2017), Siswa perempuan lebih cenderung menggunakan teknik yang diberikan kepada mereka oleh instruktur mereka, sedangkan siswa lakilaki merancang metode baru dan berpikir lebih abstrak.…”

“…Hasil diperoleh F(5,69) = 5.479; p < .05 yang disimpulkan H0 ditolak. Akibatnya, pada tingkat kepercayaan 95%, dimungkinkan untuk menyimpulkan bahwa siswa SEM dan perbedaan gender memiliki pengaruh terhadap KPM yang dicapai siswa (Harris et al, 2020;Karunika et al, 2019;Negara, 2021).…”

Spatial abilities associated with open math problem solving

“…Spatial abilities are synthetic abilities that refer to the skills in generating, representing, retaining or recalling nonverbal information (D'Oliveira, 2004; Hoffler, 2010; Linn & Petersen, 1985; Newcombe & Shipley, 2015; Reilly & Neumann, 2013; Xie et al, 2020). Spatial abilities mainly include spatial visualisation (Harris et al, 2020; Hegarty & Kozhevnikov, 1999; Wai et al, 2009; Wei et al, 2012) and spatial working memory (Alloway & Passolunghi, 2011; Bull et al, 2008; Passolunghi & Mammarella, 2010, 2012; Peng et al, 2016; Raghubar et al, 2010; Xie et al, 2020), both of which are critical to math problem solving. Spatial visualisation is the ability of an individual to imagine complex and multi‐step spatial transformations (Harris et al, 2020; Linn & Petersen, 1985).…”

“…Spatial abilities mainly include spatial visualisation (Harris et al, 2020; Hegarty & Kozhevnikov, 1999; Wai et al, 2009; Wei et al, 2012) and spatial working memory (Alloway & Passolunghi, 2011; Bull et al, 2008; Passolunghi & Mammarella, 2010, 2012; Peng et al, 2016; Raghubar et al, 2010; Xie et al, 2020), both of which are critical to math problem solving. Spatial visualisation is the ability of an individual to imagine complex and multi‐step spatial transformations (Harris et al, 2020; Linn & Petersen, 1985). Spatial working memory refers to the ability to retain and update spatial information for a short period (DeStefano & LeFevre, 2004; Simon, 1973).…”