Variables for designing cube folding tasks influencing sixth‐graders' performance

Abstract

This study investigated whether the three variables of task form, squares carried, and figural complexity, for designing cube folding tasks, affect sixth graders' cube folding performance. Two task forms were used to develop two versions of "cube folding test." Each version was designed based on two levels of squares carried and three levels of figural complexity, and contained 18 multiple-choice items. The sample included 107 boys and 92 girls with an average age of 12.04 years who were randomly assigned to complete one of the two versions. A linear mixed model was carried out with three factors: task forms, squares carried, and figural complexity, in which squares carried and figural complexity were "within-subjects" factors, and task form was the "between-subjects" factor. The results showed the interaction effect of squares carried and task form, and the main effect of figural complexity, which differentiated the difficulty in cube folding tasks.

Spatial Visualization Supports Students’ Math: Mechanisms for Spatial Transfer

“…Spatial visualization includes the process of mentally moving internal parts of spatial configurations, often in complex, multi-step manipulations ( Ramful et al 2017 ). One example of this is the transformation of two-dimensional (2D) shape representations into three-dimensional (3D) object representations, commonly referred to in the literature as mental folding or 3D mental folding ( Chen and Yang 2023 ; Harris et al 2013 ). Within the literature, measures of this type of spatial skill include the Differential Aptitude Test (DAT), Space Relations Subset ( Bennett et al 1947 ) and the Surface Development Test ( Ekstrom et al 1976 ), where test takers are asked to visualize a 2D shape of a plain sheet that, by proper folding, could be converted into the shape of the 3D solid figure.…”