Evaluating Spatial Thinking Ability Using Item Response Theory: Differential Item Functioning Across Math Learning Disabilities and Geometry Instructions

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education initiatives have placed pressure on teachers to bring technology tools into classroom, including three-dimensional (3D) printing. Yet, little research has examined what specific math skills are required for 3D printing technology. This article describes a follow-up analysis of findings from a quasi-experimental study that tested feasibility of 3D geometry instruction, Anchored Instruction with Technology Applications (AITA), designed to help students visualize and construct 3D models based on Enhanced Anchored Instruction. Although we found that AITA improved math outcomes of students with math learning disabilities (MLD) in the previous analysis, we only used composite scores encompassing a variety of math and spatial tasks. In this study, we employed item response theory and differential item functioning to examine the impacts of MLD on students’ spatial thinking skills, understand the types of items to assess the intended skills in a valid way, and provide a detailed information of whether student ability and MLD status have caused different results to assess students’ spatial thinking skills. Results showed that students with MLD struggle to learn spatial thinking skills, and AITA was a significant positive indicator to improve spatial thinking skills for both students with and without MLD.

Exploring the use of 3D printing in mathematics education: A scoping review

“…Ng and Ferrara (2020) engaged students in inquiry-based learning in which students used 3D printing pens to express and learn the properties of prisms and the cross-sections of 3D solids. Likewise, Choo et al (2021) designed a 3D printing instruction to examine how students learn spatial thinking skills, total surface area, and volume of 3D models. Through designing 3D models, prototypes and drawing, students could scaffold their geometric understandings and use 3D printing to express ideas, create solutions, and solve authentic problems (e.g., Ng & Chan, 2021; Chiriacescu et al, 2021; Dickson et al, 2021).…”

IKT eszközök a gyógypedagógia szolgálatában - A tanulást segítő technológiák használatának nemzetközi gyakorlata tanulásban akadályozott gyermekek oktatásában Szisztematikus szakirodalmi áttekintés

“…Az oktatásban használt IKT eszközök jellemzően online elérhető alkalmazások (Clark & Abbott, 2016;D'Agostino et al, 2016;Moon, Wold, & Francom, 2017;Rinehart & Ahern, 2016;Vasalou et al, 2017), ugyanakkor találunk olyat is, ahol a fejlesztés valamilyen speciális eszköz (pl. 3D nyomtató) alkalmazásával valósul meg (Choo, Park, & Nelson, 2021;Maskati et al, 2021;So et al, 2021). Az összegzés során utóbbiakra eszközigényű megoldásokként, míg előbbiekre alkalmazásalapú megoldásokként fogunk hivatkozni.…”

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

“…The presentation of geometric knowledge in multiple representations has been shown to be an effective design for mathematical learning (Gero & Reffat, 2001;Berthold & Renkl, 2009). A variety of common mathematical representations, including 2D scaffolding or 3D scaffolding used in geometry instruction, are useful for learning (Hoffmann & Németh, 2021;Choo et al, 2020;Harron et al, 2022). The multiple representational scaffolding designed for this study includes a "textual description of geometric composition," a "2D perspective drawing," and a "3D geometric model presentation video.…”