The Importance of Spatial Visualization and Cognitive Development for Geometry Learning in Preservice Elementary Teachers

Abstract

The relative importance of spatial visualization ability and cognitive development for achievement in a geometry course for preservice elementary teachers was investigated. Both factors correlated significantly with achievement, but in an analysis of variance, only the main effect due to cognitive development was significant. There was no interaction between the factors. The effect of the semester-long geometry course on students' spatial ability was also investigated. It was found that the students' spatial visualization ability was significantly greater at the end of the geometry course than at the beginning.

The role of visuospatial thinking in students’ predictions of molecular geometry

“…Indeed, various spatial ability tests have been devised to attempt to measure these; a widely reported example being the Purdue Visualisation of Rotations Test (PVRT) which is used to assess one key aspect of spatial ability: the mental rotation of objects. The PVRT has been frequently employed over the past four decades in educational research, particularly in the STEM disciplines; for example, to probe relationships between spatial and mathematical abilities in children and preservice teachers, and to ascertain the role of spatial abilities in learning chemistry (Guay et al, 1977;Guay, 1980;Battista et al, 1982;Bodner et al, 1986;Pribyl et al, 1987;Southam et al, 2013). This type of mental rotation represents an important component of the visuospatial strategies that may be accessed during instruction in chemistry.…”

Strategic Differences in Mental Rotation Tasks Based on Gaze Durations

“…Visual spatial abilities are very important in many career fields as well as a predictor for success in many math and science disciplines (Battista, Wheatley, & Talsma, 1982;Carter, LaRussa, & Bodner, 1987;Sorby, 1999). Based on the different eye fixation patterns observed between the accuracy groups, it is clear that people perceive and mentally process visual objects differently.…”

Fostering Spatial Ability Through Computer-Aided Design: a Case Study

“…The gains of the training program were still measurable even after 1 year. Battista, Wheatley, and Talsma (1982) developed a training program for students of mathematics education on the symmetry of polygons and the construction of polyhedra. The students built and modified concrete models, made sketches, folded paper, and studied tiling and tangram figures.…”