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Direct linkHunhui Na; K. Bret Staudt Willet; Chaewon Kim – British Journal of Educational Technology, 2025
Over the past decade, augmented reality (AR) has gained traction in geometric learning for its pedagogical potential. However, research on how learners engage with different AR technologies and when and how to incorporate them has remained largely unexplored. Employing a learning analytics approach, this study investigates the impact of…
Descriptors: Artificial Intelligence, Technology Uses in Education, Elementary Schools, Elementary Education
Ortmann, Margaret R.; Schutte, Anne R. – Journal of Experimental Child Psychology, 2010
Early in development, there is a transition in spatial working memory (SWM). When remembering a location in a homogeneous space (e.g., in a sandbox), young children are biased toward the midline symmetry axis of the space. Over development, a transition occurs that leads to older children being biased away from midline. The dynamic field theory…
Descriptors: Young Children, Short Term Memory, Child Development, Spatial Ability
Differences in Learning Geometry among High and Low Spatial Ability Pre-Service Mathematics Teachers
Unal, Hasan; Jakubowski, Elizabeth; Corey, Darryl – International Journal of Mathematical Education in Science and Technology, 2009
The objective of this study was to investigate and characterize the geometric thinking and understanding of four pre-service middle and secondary mathematics teachers while considering their spatial ability levels. To investigate the differences, if any, that existed among these pre-service middle and secondary teachers with different spatial…
Descriptors: Spatial Ability, Geometric Concepts, Mathematics Teachers, Geometry
