This study analyzes middle school students' spatial abilities in terms of gender, grade level, and school variables. The data was collected in the Melikgazi District of Kayseri province in the 2016-2017 academic year by a convenient sampling method in six schools. According to the Ministry of Education, these schools' socioeconomic structures are similar to each other but show different characteristics. The sample was a total of 271 (132 boys, 139 girls) middle school students. The spatial ability scale was used as a data collection tool. The scale consists of 15 questions involving all three spatial intelligence areas: spatial visualization, spatial relationship, and spatial orientation. Analysis of the study was carried out by independent sample t-test and one-way analysis of variance. Although the results showed statistically significant mean differences in grade level and gender in spatial ability subdomains, no statistically significant mean differences were found between them. The results implemented that schools' spatial ability achievements in areas with a higher socioeconomic level and higher math achievement differed positively. The reason is that spatial ability positively affects students' three dimensions thinking abilities and their mathematical achievement. Studies in this field would contribute to mathematics education. To increase mathematical achievement, the spatial ability is necessary to actively use visualization skills, manipulate three-dimensional objects, detect relationships between parts and whole, and animate a shape or object's image from different perspectives.
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