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Angela R. Crawford; Aysia Kernin – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
This study explores volitional and affective responses to instructional activities aimed at developing geometric and spatial vocabulary of a neurodivergent student. Using teaching experiment methodology across 15 instructional sessions, we observed how the student responded to games, direct instruction, and vocabulary support embedded in spatial…
Descriptors: Mathematics Instruction, Vocabulary Skills, Self Esteem, Direct Instruction
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Fastame, Maria Chiara – School Psychology International, 2021
The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils…
Descriptors: Spatial Ability, Geometry, Correlation, Mathematics Achievement
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Thom, Jennifer S.; Hallenbeck, Taylor – Deafness & Education International, 2022
Spatial reasoning, recognised as playing a critical role across STEM disciplines, is gaining prominence in mathematics education, not only as fundamental to mathematics, but also as embodied mathematical activity. In this paper, we discuss spatial reasoning and its embodiment in mathematics. We then present a systematic review of the topics as…
Descriptors: Spatial Ability, Mathematics Education, Deafness, Hearing Impairments
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Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna; Cordy, Michelle – School Science and Mathematics, 2018
International standardized tests are showing an underperformance of students in geometry and spatial ability relative to other content domains. In this research, we examined the relationship between a teacher's judgment of third- and fourth-grade students' geometry and spatial ability (i.e., grades), three spatial ability tasks (Water-Level-Task,…
Descriptors: Mathematics Achievement, Geometry, Spatial Ability, Grade 3
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Ilhan, Aziz – SAGE Open, 2021
The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study…
Descriptors: Game Based Learning, Mathematical Models, Cooperative Learning, Mathematics Achievement
Zhang, Dake; Wang, Qiu; Ding, Yi; Liu, Jeremy Jian – Journal of Learning Disabilities, 2014
According to the National Council of Teachers of Mathematics, geometry and spatial sense are fundamental components of mathematics learning. However, learning disabilities (LD) research has shown that many K-12 students encounter particular geometry difficulties (GD). This study examined the effect of an integrated object representation (IOR)…
Descriptors: Geometry, Learning Disabilities, Elementary School Students, Spatial Ability
Miller, Amanda L. – ProQuest LLC, 2013
This dissertation reports the results of a qualitative research project on area measurement. The study utilized structured, task-based interviews with students to (a) investigate the ways students enumerate and structure two-dimensional space with a variety of area units; (b) identify conceptual, procedural, and intuitive aspects of area…
Descriptors: Mathematics Education, Measurement, Geometric Concepts, Geometry
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Ambrose, Rebecca; Kenehan, Garrett – Mathematical Thinking and Learning: An International Journal, 2009
To better understand the development of children's thinking in three-dimensional geometry, we conducted a teaching experiment with 8- and 9-year olds in which children built and described polyhedra during several lessons. Analysis of pre-/post-assessments showed that children advanced in their geometric reasoning and began to identify, enumerate,…
Descriptors: Children, Cognitive Development, Geometry, Geometric Concepts