Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

Rabab’h, Belal Sadiq Hamed; Veloo, Arsaythamby

doi:10.5539/ies.v8n5p1

Cited by 18 publications

(15 citation statements)

References 34 publications

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“…The former were found to score significantly better than the latter in both tests: making fewer mistakes, leaving fewer items blank, answering more items, and exhibiting a higher success rate per item answered. The present findings therefore corroborate the positive relationship between mathematical talent and visual ability reported earlier (Rivera, 2011;Ramírez-Uclés et al, 2013;Rabab'h and Veloo, 2015;Ramírez and Flores, 2017), for the CP students in the sample implemented efficient test strategies, answering rapidly and omitting very few items.…”

Section: Discussionsupporting

confidence: 91%

“…Traditional studies concluded that spatial awareness and the capacity to visualize abstract mathematical relationships were not necessarily components of mathematical talent (Krutetskii, 1976), whilst later studies revealed that talented students preferred non-visual methods (Presmeg, 1986). More recent research has found significant evidence of a relationship between visualization and mathematical ability, however (Rivera, 2011;Rabab'h and Veloo, 2015;Ramírez and Flores, 2017). The controversial findings are explained by the existence of different conceptions of mathematical talent and visualization, thereby requiring a clear view on what factors are used in the research to characterize both mathematical talent and visualization.…”

Section: Introductionmentioning

confidence: 99%

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Gender Differences in Visuospatial Abilities and Complex Mathematical Problem Solving

Ramírez-Uclés

Uclés

2020

Front. Psychol.

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Mathematical problem-solving and spatial visualization are areas in which performance has been shown to vary with sex. This article describes the impact of gender on spatial relations measured in 331 secondary school students (202 males, 129 females), 145 (105 males, 40 females) of whom had been selected to participate in a mathematical talent stimulation project after passing a complex problem-solving test. In the two tests administered, the Differential Aptitude Tests-Space Relations (DAT-SR) and the Primary Mental Abilities-Space Relations (PMA-SR), performance was assessed on the grounds of both absolute scores and the ratio to the number of items answered. The students participating in the talent program earned higher scores on both tests, although no interaction was identified between mathematical abilities and gender in connection with the differences in spatial habilities observed. In PMA-SR, boys answered more items and scored higher, whereas in DAT-SR girls tended to omit more items. None of the indicators studied exhibited differences between the sexes in both tests and in some cases the differences in the absolute values of the indicators were absent when expressed as ratios.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Gender Differences in Visuospatial Abilities and Complex Mathematical Problem Solving

Ramírez-Uclés

Uclés

2020

Front. Psychol.

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“…The visual component can play a key role in understanding the nature of the task and at the time of making conjectures, while the analytical component will be in the moment of generalization and justification of solutions. The degree of visualization used in solving a task depends on the visual or non-visual character of the task and also on the subject's particular cognitive styles that resolved the task, as has been emphasized by several studies (Godino, Blanco, Gonzato, Wilhelmi, 2013;Krutetskii, 1976;Pitta-Pantazi & Christou, 2009;Presmeg, 1986;Rabab'h & Veloo, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Skill Levels on Visualization and Spatial Reasoning in Pre-service Primary Teachers

Blanco¹,

Godino²,

Sequeiros³

et al. 2019

ujer

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We apply theoretical tools from the onto-semiotic approach to present skill levels on tasks requiring visualization and spatial reasoning. These scales are derived from the analysis of visualization and spatial reasoning skills involved in solving a questionnaire supplied to 400 pre-service primary teachers. In order to set skill levels, we describe different types of cognitive configurations considering the network of mathematical objects involved in solving the items. The results show that there may be several configurations at each level and the levels depend on both certain conditions of the task and the visualization skills required. In most cases, the ratio of students expressing high level is significantly below than those of exhibiting low level. The analysis manifests that students put into play variety and quantity of visual objects and processes; however, most did not reach the solution successfully. This leads to the need for specific training actions.

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“…Traditionally, research has highlighted the low preference for visual methods by students with mathematical talent (Presmeg, 1986). However, more recent research has shown significant evidence for the relationship between visual perception ability and mathematical ability (Rabab'h & Veloo, 2015;Rivera, 2011). Reasoning in visual tasks requires the cognitive ability to work within a space that has no safe routines, and this characteristic hinders visualization (Arcavi, 2003).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Mathematical Talent in Braille Code Pattern Finding and Invention

Uclés¹,

Cabeza

Flores³

2018

Roeper Review

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The recognition of patterns as well as creativity are two characteristics associated with mathematical talent. In this study, we analyze these characteristics in a group of 37 mathematically talented students. The students were asked to find the pattern the Braille code had been built upon and reinvent it with the aim of making its mathematical language become more functional. Initially, the students were unable to identify the formation pattern of Braille, but after experiencing the difficulties that blind people face when reading it, they recognized the generating element and the regularity. The results were in contrast with those of a control group, and it is noted that the students with mathematical talent were more effective in using visualization to identify the regularity of the pattern and their invention proposals were more sophisticated and used less conventional mathematical content.

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Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

Abstract: Jordanian 8 th grade students revealed low achievement in mathematics through four periods

Cited by 18 publications

References 34 publications

Gender Differences in Visuospatial Abilities and Complex Mathematical Problem Solving

Gender Differences in Visuospatial Abilities and Complex Mathematical Problem Solving

Skill Levels on Visualization and Spatial Reasoning in Pre-service Primary Teachers

Mathematical Talent in Braille Code Pattern Finding and Invention

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