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

Battista, Michael T.; Wheatley, Grayson H.; Talsma, Gary

doi:10.2307/749007

Cited by 72 publications

(60 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An emerging hypothesis as a result of this analysis is that students with low entering spatial visualization abilities may benefit from fully constructing models using GSP. This hypothesis is in agreement with similar research studies in which students with low visualization scores improved more than students who had a high spatial ability (Battista et al, 1982;July, 2001). Additionally, the result brings to light the debate of whether or not students, and what students, should be educated for basic skills, as opposed to for higher thinking processes, or for both.…”

Section: Discussion Of the Resultssupporting

confidence: 82%

Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach

Eraso¹

View full text Add to dashboard Cite

Eraso, Mario, "Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach" (2007 Current reform initiatives recommend that school geometry teaching and learning include the study of three-dimensional geometric objects and provide students with opportunities to use spatial abilities in mathematical tasks. Two ways of using Geometer's Sketchpad (GSP), a dynamic and interactive computer program, in conjunction with manipulatives enable students to investigate and explore geometric concepts, especially when used in a constructivist setting. Research on spatial abilities has focused on visual reasoning to improve visualization skills. This dissertation investigated the hypothesis that connecting visual and analytic reasoning may better improve students' spatial visualization abilities as compared to instruction that makes little or no use of the connection of the two.Data were collected using the Purdue Spatial Visualization Tests (PSVT) administered as a pretest and posttest to a control and two experimental groups. Sixtyfour 1 0 th grade students in three geometry classrooms participated in the study during 6 vi weeks. Research questions were answered using statistical procedures. An analysis of covariance was used for a quantitative analysis, whereas a description of students' visualanalytic processing strategies was presented using qualitative methods. The quantitative results indicated that there were significant differences in gender, but not in the group factor. However, when analyzing a sub sample of 33 participants with pretest scores below the 5 0 th percentile, males in one of the experimental groups significantly benefited from the treatment. A review of previous research also indicated that students with low visualization skills benefited more than those with higher visualization skills. The qualitative results showed that girls were more sophisticated in their visual-analytic processing strategies to solve three-dimensional tasks.It is recommended that the teaching and learning of spatial visualization start in the middle school, prior to students' more rigorous mathematics exposure in high school.A duration longer than 6 weeks for treatments in similar future research studies is also recommended. vii TABLE CONTENTS

show abstract

Section: Discussion Of the Resultssupporting

confidence: 82%

Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach

Eraso¹

View full text Add to dashboard Cite

show abstract

“…Uzamsal yeteneğin alt bileşenlerine ilişkin tam bir fikir birliğine varılamamasına karşın, uzamsal görselleştirme ve zihinde döndürme genel kabul gören bileşenler arasında yer almaktadır. Alanyazında uzamsal yeteneğin problem çözme, mantık yürütme gibi üst düzey becerilerle ilişkili (Moses, 1980) ve geliştirilebilir bir yetenek olduğunu gösteren birçok çalışma bulunmaktadır (Battista, Wheatley ve Talsma, 1982;Kaufmann, Steinbügl, Dünser ve Glück, 2005). Bu çalışmalarda, lego kullanımı, mühendislik çizimleri, yön bulma ve benzeri etkinliklerin uzamsal yeteneği olumlu yönde etkilediği görülmüştür.…”

unclassified

The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

Gün

Atasoy

2017

View full text Add to dashboard Cite

“…Battista (1990) conducted a study on high school students and found a positive correlation for spatial visualization skills with logical reasoning and geometry achievement. Battista, Wheatley, and Talsma (1989) reported the spatial visualization, formal logic, and problem-solving performances of pre-service elementary school teachers to be associated with geometry achievement. The findings of the current study also reveal spatial visualization skills to be an important variable directly affecting geometry achievement.…”

Section: Discussionmentioning

confidence: 99%

A Structural Equation Model for Factors Affecting Eighth Graders’ Geometry Achievement*

Ünlü¹,

Ertekin²

2017

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

The aim of this study is to examine the predictor and explanatory relationships among eighth-grade students' affective factors of attitude toward geometry, geometry anxiety, and geometry self-efficacy, as well as the cognitive factor of spatial visualization skills, with geometry achievement. This relational survey study was conducted on 487 eighth-grade students during the 2012-2013 academic year. The tools used to collect data are the Attitude toward Geometry Scale, Geometry Anxiety Scale, and Geometry Achievement Test developed by the researchers; the Geometry Self-Efficacy Scale developed by Cantürk-Günhan and Başer; and the Spatial Visualization Test (adapted to Turkish by Yıldız). The researchers developed the model in consideration of the relevant literature. This model tests the direct and indirect relationships among the variables of affective factors, spatial visualization skills, and geometry achievement. The model' s fit indices were calculated and these fit indices show the model to have good fit (x 2 = 106.226; χx 2 / df = 2.47; RMSEA = 0.05; CFI = 0.97; NFI = 0.95; NNFI = 0.96). Research reveals the relationship between spatial visualization skills and affective factors, between affective factors and geometry achievement, and between spatial visualization skills and geometry achievement to be positive and significant. Affective factors directly explain 26% of the variance in spatial visualization skills and 35% of the variance in geometry achievement, while indirectly explaining 7% of geometry achievement. KeywordsGeometry achievement • Attitude toward geometry • Self-efficacy in geometry • Anxiety towards geometry •

show abstract

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

Cited by 72 publications

References 0 publications

Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach

Connecting visual and analytic reasoning to improve students' spatial visualization abilities : a constructivist approach

The Effects of Augmented Reality on Elementary School Students’ Spatial Ability and Academic Achievement

A Structural Equation Model for Factors Affecting Eighth Graders’ Geometry Achievement*

Contact Info

Product

Resources

About