Three-dimensional geometrical drawing in three cultures

Mitchelmor, Michael C.

doi:10.1007/bf00304356

Cited by 53 publications

(11 citation statements)

References 15 publications

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“…This latter view is more in agreement with recent studies revealing the existence of culture-specific spatial schemes in gestures (Kita et al 2001) and culture-specific differences in the spatial interpretation of time (Núñez and Sweetser 2006). Mitchelmore (1980) further indicates that cultural and environmental factors can influence spatial ability, finding significant differences in 3D drawing ability between West Indian, American, and English children.…”

Section: Cultural Aspectssupporting

confidence: 90%

Kindergartners’ performance in two types of imaginary perspective-taking

Heuvel–Panhuizen

Ηλία

Robitzsch³

2015

ZDM Mathematics Education

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Section: Cultural Aspectssupporting

confidence: 90%

Kindergartners’ performance in two types of imaginary perspective-taking

Heuvel–Panhuizen

Ηλία

Robitzsch³

2015

ZDM Mathematics Education

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“…Researchers have found, however, that over half of the adult population in this country has difficulty manipulating and controlling iconic images (Macoby & Jacklin, 1974;McGee, 1979). Further, the lack of this ability not only may hinder a person's vocational pursuits (Smith, 1964;Mitchelmore, 1980) but also may hinder a subject's creative thinking potential (Paivio, 1970;Holliday, 1975).…”

Section: Introductionmentioning

confidence: 99%

Enhancing the visuo‐spatial aptitude of students

Lord

1985

J Res Sci Teach

121

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Research to date has not been able to agree whether visuo-spatial ability can be influenced through practice. Many have concluded that spatial awareness is an innate phenomena and cannot be learned. Others contend that an individual's visuo-spatial potentials are acquired through interactions with the environment. Many of these theorists believe that spatial thinking can be developed through interactive exercises devised to encourage mental image formation and manipulation. To help alleviate the confusion surrounding this question the following study was undertaken. Eighty-four college undergraduates were randomly placed into control and experimental sections. Student records were examined to assure that the groups did not differ significantly in their verbal or math proficiency and pertinent pretests were given to ascertain spatial levels. The groups were also similar on their male and female ratios. During the semester the experimental section was treated to a 30-minute interaction each week. These sessions involved spatial exercises that required the participants to mentally bisect three-dimensional geometric figures and to envision the shape of the two-dimensional surface formed by the bisection. The subjects drew their mental image of this surface on a sheet of paper. Fourteen weeks later both groups were post tested with a second comparable version of the pretest. Statistical "t" tests were performed on the group means to see if significant differences developed between the sections. The results indicate that statistical improvement in visuo-spatial cognition did occur for the experimental group in spatial visualization, and spatial orientation. This finding suggests that the weekly intervention sessions had a positive effect on the students' visuo-spatial awareness. These results, therefore, tend to support those researchers that claim visuo-spatial aptitude can be enhanced through teaching.

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“…Many studies have shown the benefits of formal training in developing foundational 3D geometry skill in children of all ages, but even informal approaches can have a large effect, whether they use traditional paper-and-block materials or technologyenhanced materials [1,2,9].…”

Section: The Mathmentioning

confidence: 99%

Cyberchase 3D builder

Doherty¹,

Templeton²,

Kleinman³

et al. 2013

Proceedings of the 12th International Conference on Interaction Design and Children

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Cyberchase 3D Builder is an iPad game that allows children to turn 2D shapes into 3D structures in the cartoon world of the television series Cyberchase. Designed for kids ages 6-9, players will understand how 3-dimensional geometric shapes are made from simple 2-dimensional shapes (such as squares, triangles and rectangles), develop spatial reasoning skills and exercise the ability to visualize and manipulate objects in 3-dimensional space. The game follows the story of bumbling bots Buzz and Delete, who accidentally zap the houses in Botopolis totally flat. Players help rebuild the town by turning 2D nets into 3D structures in this geometry-focused app offering 8 unique levels with increasing challenges.

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Three-dimensional geometrical drawing in three cultures

Cited by 53 publications

References 15 publications

Kindergartners’ performance in two types of imaginary perspective-taking

Kindergartners’ performance in two types of imaginary perspective-taking

Enhancing the visuo‐spatial aptitude of students

Cyberchase 3D builder

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