Gestures Provide a Helping Hand in Problem Solving: Spontaneous Hand Movements can Improve Spatial Visualization Skills

2011 ◽  
Keyword(s):  
Problem Solving ◽  
Spatial Visualization ◽  
Hand Movements

Activities: Patterns and Puzzles for Pyramids and Prisms

1997 ◽  
Vol 90 (5) ◽  
pp. 370-384
Author(s):  
Duane DeTemple ◽  
Allen Miedema
Keyword(s):  
Problem Solving ◽  
Construction Projects ◽  
Three Dimensional ◽  
Spatial Visualization ◽  
Physical Models ◽  
Important Class ◽  
Concrete Foundation ◽  
Hands On ◽  
Teacher's Guide ◽  
Geometric Intuition

Teacher's Guide: The construction projects, puzzles, and experiments presented here provide hands-on experiences in spatial visualization and problem solving for an important class of three-dimensional figures: pyramids and prisms. Students will enjoy creating physical models and performing experiments with the models, but the main goals of the activities are to develop students' geometric intuition and build a concrete foundation on which abstract principles can be grounded.

Telegraphic Reviews

1982 ◽  
Vol 13 (3) ◽  
pp. 239-240
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Conference Proceedings ◽  
Mathematics Learning ◽  
Spatial Visualization ◽  
British Council ◽  
Local Schools ◽  
University Of Technology ◽  
Education Centre ◽  
The University

The Mathematics Education Centre (MEC) is a successor of the Mathematics Learning Project and was funded by the British Council in 1978 and 1979 and by the University of Technology since 1980. The MEC supports educational research at all levels and provides assistance to local schools. The papers presented at their first conference include reports on spatial visualization, attitudes, problem solving, calculators, measurement, language factors, computers, algebra, and several other topics. The conference proceedings include a nearly complete list of MEC reports on special topics of interest to mathematics education researchers.

Spatial Visualization and Gender Differences in High School Geometry

1990 ◽  
Vol 21 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Michael T. Battista
Keyword(s):  
High School ◽  
Gender Differences ◽  
Problem Solving ◽  
Spatial Visualization ◽  
Geometric Problem ◽  
High School Geometry ◽  
Visual Spatial ◽  
School Geometry ◽  
Mental Abilities ◽  
And Gender

The balance between visual-spatial and verbal-logical thought may determine “mathematical casts of mind” that influence how an individual processes mathematical information. Thus, to investigate the role that spatial thinking plays in learning, problem solving, and gender differences in high school geometry, spatial thought was examined along with its counterpart verbal-logical thought. The results suggest that whereas males and females differed in spatial visualization and in their performance in high school geometry, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. There was evidence of gender differences in profiles of those mental abilities that are important for geometry performance and of a teacher-by-gender interaction on geometry achievement.

Spatial Visualization in Physics Problem Solving

2007 ◽  
Vol 31 (4) ◽  
pp. 549-579 ◽  
Author(s):  
Maria Kozhevnikov ◽  
Michael A. Motes ◽  
Mary Hegarty
Keyword(s):  
Problem Solving ◽  
Spatial Visualization

scholarly journals Mapping our school site

2011 ◽  
pp. 19-33
Author(s):  
Rita A. Hagevik
Keyword(s):  
Problem Solving ◽  
Middle School Students ◽  
Spatial Ability ◽  
Spatial Visualization ◽  
Environmental Data ◽  
School Site ◽  
School Students ◽  
Group Presentations ◽  
Experience Survey ◽  
Purdue Spatial Visualization Test

Mapping Our School Site (MOSS) is a program in which students practice spatial cognition skills by field mapping and analysis using Geographic Information Systems (GIS). Middle school students' spatial ability was evaluated using a Spatial Experience Survey (SES) and the revised Purdue Spatial Visualization Test: Rotations (PSVT:R). Other sources of data included interviews, group presentations, individual written conclusions, and mapping analyses. Students' problem solving identification and ability dramatically improved as they collected, evaluated, reported, and synthesized environmental data. The MOSS program combined an out of door experience with an indoor experience on the computer. This was found to be an effective approach to this type of field study.

Distribution of Spatial Visualization and Mathematical Problem Solving Scores: A Test of Stafford's X-linked Hypotheses

1978 ◽  
Vol 3 (2) ◽  
pp. 157-167 ◽  
Author(s):  
Julia A. Sherman ◽  
Elizabeth Fennema
Keyword(s):  
Problem Solving ◽  
White Students ◽  
Mental Arithmetic ◽  
Mathematical Problem ◽  
Spatial Visualization ◽  
Mathematical Problem Solving ◽  
Recessive Inheritance ◽  
Aptitude Test ◽  
9Th Grade

This study investigated distribution of spatial visualization scores (Space Relations test of the Differential Aptitude Test) and mathematical problem solving scores (Mental Arithmetic Problems) obtained by 161 male and 152 female, 9th grade, white students for fit to the distributions predicted by the X-linked hypotheses of recessive inheritance of these skills. Data did not support the X-linked hypotheses. No significant sex-related differences were found between mean scores of tests of spatial visualization or mathematical problem solving.

The Use of Spatial Visualization in Mathematics by Girls and Boys

1985 ◽  
Vol 16 (3) ◽  
pp. 184-206 ◽  
Author(s):  
Elizabeth Fennema ◽  
Lindsay A. Tartre
Keyword(s):  
Longitudinal Study ◽  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Spatial Visualization ◽  
Mathematical Problem Solving ◽  
Spatial Skills ◽  
Correct Problem ◽  
Verbal Performance

This longitudinal study investigated how girls and boys who were discrepant in their spatial and verbal performance used spatial visualization skills in solving word problems and fraction problems. The subjects, 36 girls and 33 boys, were interviewed annually in Grades 6, 7, and 8. Each student was asked to read a problem, draw a picture to help solve it, solve it, and then explain how the picture was used in the solution. Students who differed in spatial visualization skill did not differ in their ability to find correct problem solutions, but students with a higher level of spatial visualization skill tended to use spatial skills in problem solving more often than students with a lower level of skill. Girls tended to use pictures more during problem solving than boys did, but this did not enable them to get as many correct solutions. Low spatial visualization skill may be more debilitating to girls' mathematical problem solving than to boys'.

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