scholarly journals Spatial ability differences between students with a math learning disability and their other normal colleagues

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amr Shawky ◽  
Ehab Elbiblawy ◽  
Guenter Maresch
Keyword(s):  
Mental Rotation ◽  
Learning Disability ◽  
Spatial Ability ◽  
Disability Evaluation ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Math Learning ◽  
Ability Test ◽  
Content Type ◽  
And Mathematics

Purpose This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers. Design/methodology/approach To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R2) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school. Findings Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization. Originality/value This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.

scholarly journals Investigation of spatial ability test completion times in virtual reality using a desktop display and the Gear VR

2021 ◽  
Author(s):  
Tibor Guzsvinecz ◽  
Éva Orbán-Mihálykó ◽  
Cecília Sik-Lányi ◽  
Erika Perge
Keyword(s):  
Virtual Reality ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Interaction Time ◽  
Ability Test ◽  
Ability Tests ◽  
Hand Test ◽  
The Relationship ◽  
Completion Times ◽  
Test Completion

AbstractThe interaction time of students who did spatial ability tests in a virtual reality environment is analyzed. The spatial ability test completion times of 240 and 61 students were measured. A desktop display as well as the Gear VR were used by the former group and by the latter one, respectively. Logistic regression analysis was used to investigate the relationship between the probability of correct answers and completion times, while linear regression was used to evaluate effects and interactions of following factors on test completion times: the users’ gender and primary hand, test type and device used. The findings were that while the completion times are not significantly affected by the users’ primary hand, other factors have significant effects on them: they are decreased by the male gender in itself, while they are increased by solving Mental Rotation Tests or by using the Gear VR. The largest significant increment in interaction time in virtual reality during spatial ability tests is when Mental Rotation Tests are accomplished by males with the Gear VR, while the largest significant decrease in interaction time is when Mental Cutting Tests are completed with a desktop display.

scholarly journals Bagaimana Mengembangkan Kemampuan Spasial dalam Pembelajaran Matematika di Sekolah?: Suatu Tinjauan Literatur

2020 ◽  
Vol 1 (2) ◽  
pp. 60-72
Author(s):  
S Sudirman ◽  
Fiki Alghadari
Keyword(s):  
Video Games ◽  
Literature Review ◽  
Everyday Life ◽  
Spatial Ability ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Spatial Language ◽  
Learning Mathematics ◽  
Folding Paper

Spatial ability is an important one of the abilities for completing many tasks in everyday life successfully. Spatial ability is considered a type of different ability to others. Therefore, there needs a study on how are the characteristics of spatial abilities and to develop in schools. This paper is to reveal the ways are developing spatial abilities in learning mathematics. Based on literature review from some research, at least that there are six ways to develop spatial abilities in learning mathematics, namely: (1) using spatial language in daily interactions; (2) teaching for sketching and drawing; (3) using a suitable game; (4) using a tangram; (5) using video games; and (6) origami and folding paper. Playing video games like Tetris are exercises for spatial relations, mental rotation, spatial orientation, and spatial visualization.

scholarly journals DESKRIPSI KEMAMPUAN SPASIAL SISWA SMP DITINJAU BERDASARKAN PERBEDAAN GENDER DAN KEMAMPUAN MATEMATIKA

2018 ◽  
Vol 21 (3) ◽  
Author(s):  
Lusiana Prastiwi
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Spatial Relation ◽  
Female Students ◽  
Male Students ◽  
High Ability ◽  
Ability Level ◽  
Ability Test ◽  
Low Ability

Spatial ability is closely related to the learning of geometry, such as helping students in solving geometry problems. This descriptive qualitative research aims to find out the profile of spatial ability of students in solving geometry problems in accordance with spatial ability indicator that has been prepared that is spatial perception, spatial visualization, mental rotation, spatial relation, and spatial orientation reviewed based on gender differences and students with math skills.The subjects of this study were 6 people consisting of 3 men with high, moderate, and low ability level and 3 women with high, moderate and low ability level. The determination of the subject is done by giving a math test. Instrument in the research is a test of math ability, spatial ability test, and interview guidance. Subjects were given spatial ability tests and interviews to obtain data and then analyzed the data collected. Based on the results of the analysis, it is found that high-ability male students and high-ability female students have relatively equal ability. Furthermore for the capable male students having all the spatial abilities. While female students are capable of not having the ability to spatially rotate the mind (mental rotation).

Dynamic Assessment of Spatial Abilities of Young Children: Effects of Gender and Task Characteristics

2007 ◽  
Vol 6 (2) ◽  
pp. 219-247 ◽  
Author(s):  
David Tzuriel ◽  
Gila Egozi
Keyword(s):  
Mental Rotation ◽  
Dynamic Assessment ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Task Characteristics ◽  
Verbal Abilities ◽  
Embedded Figures Test ◽  
Ground Test ◽  
Gender Groups

The main objectives of this study were to investigate: (a) gender differences in spatial abilities of kindergartners, (b) the effects of a teaching, using dynamic assessment (DA), on cognitive modifiability of spatial abilities, and (c) the effects of task characteristics (rotation, symmetry, complexity) on mental rotation performance. Thirty two boys and 32 kindergarten girls, 5 to 6 years old, were administered the Spatial Relations subtest (PMA), the Mental Rotation subtest (CMB), the Visual Figure Ground test, and the Dynamic Embedded Figures Test. The results revealed a significant pre- to postteaching improvement in mental rotation and spatial visualization in both gender groups. Boys showed higher performance than girls on easy preteaching mental rotation tasks but the girls closed the gap on the postteaching test. On difficult mental rotation tasks (e.g., higher rotation or higher complexity) boys and girls showed similar pre-teaching performance, but boys showed higher performance than girls on the postteaching test. Pearson correlations between spatial and verbal abilities were higher among girls than among boys — a result which was explained by the girls’ tendency to use their verbal abilities for solving spatial problems, especially for the spatial visualization tasks. Boys tended to separate between the two domains and use a holistic spatial strategy.

Exploring the Spatial Ability of Undergraduate Students: Association With Gender, STEM Majors, and Gifted Program Membership

2017 ◽  
Vol 61 (4) ◽  
pp. 313-327 ◽  
Author(s):  
So Yoon Yoon ◽  
Eric L. Mann
Keyword(s):  
General Education ◽  
Spatial Ability ◽  
Undergraduate Students ◽  
Path Model ◽  
Important Indicator ◽  
Ability Test ◽  
Stem Majors ◽  
Gifted Program ◽  
And Gender ◽  
And Mathematics

Spatial ability has been valued as a talent domain and as an assessment form that reduces cultural, linguistic, and socioeconomic status biases, yet little is known of the spatial ability of students in gifted programs compared with those in general education. Spatial ability is considered an important indicator of potential talent in the domains of science, technology, engineering, and mathematics (STEM). This study explored undergraduate students’ spatial ability, focusing on mental rotation, by investigating the relationships of three variables with performance on a spatial ability test, in terms of test scores and test completion time. A three-way analysis of variance revealed statistically significant main effects of gifted program participation, choice of academic major, and gender, suggesting that students who participated in a gifted program, who majored in a STEM discipline, or who were male outperformed their counterparts on a measure of spatial ability when the other conditions were equivalent. No interaction effects existed among the three variables, indicating that none of them functioned as a moderator of students’ performance on the spatial ability assessment. However, when spatial ability was considered as a mediating variable in a path model, gender had the largest total effect on the probability of students majoring in a STEM area. In addition, the more time students spent on the spatial ability test, the better they tended to perform, which is a finding inconsistent with current literature.

Revisiting the Rybakov Figures

2014 ◽  
Vol 73 (2) ◽  
pp. 57-67 ◽  
Author(s):  
Martin Ostapczuk ◽  
Miriam Wagner ◽  
Jochen Musch
Keyword(s):  
Psychometric Properties ◽  
Spatial Ability ◽  
Internal Consistency ◽  
Validation Studies ◽  
Spatial Visualization ◽  
General Intelligence ◽  
Reliable Measure ◽  
Ability Test ◽  
Two Samples ◽  
High Internal Consistency

The Rybakov Test is a traditional nonverbal spatial ability test for which promising results have been reported in the few validation studies that have been conducted to date. In order to more thoroughly determine the psychometric properties of the test, we subjected it to systematic validation in two samples of 338 participants in total. Our analyses demonstrated that the Rybakov Test is a reliable measure of spatial visualization ability that exhibits convergent associations with other spatial visualization tests (r = .45–.62) and general intelligence tests (r = .43–.44). The Rybakov Figures showed high internal consistency (α = .79–.84) and high retest reliability (rtt = .77) – and even proved to be Rasch scalable. Because of the widely varying item difficulties, the test can be administered even in highly skilled samples without generating ceiling effects.

scholarly journals DEVELOPMENT OF INTERTEXTUAL BASED LEARNING STRATEGY USING VISUALIZATION MODEL TO IMPROVE SPATIAL ABILITY ON MOLECULAR GEOMETRY CONCEPT

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Zulfahmi Zulfahmi ◽  
Wiji Wiji ◽  
Sri Mulyani
Keyword(s):  
Learning Strategies ◽  
Spatial Ability ◽  
Spatial Orientation ◽  
Learning Strategy ◽  
3D Visualization ◽  
Valence Bond ◽  
Molecular Geometry ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Research Subjects

This study aims to develop intertextual-based learning strategies using visualization models to improve students' spatial abilities on molecular geometry concepts. In this study using the method of Research and Development (RD). The research subjects used were 20 high school 10th grade students. In this study the instrument used was in the form of an intertextual-based learning strategy validation sheet with visualization models, 3D visualization software, and spatial ability tests. Spatial ability consists of three indicators to be evaluated, namely spatial relations, spatial orientation, and spatial visualization. The results of intertextual-based learning strategy research with developed visualization models can improve spatial ability. Students can understand molecular geometry from the concept of VSEPR theory and valence bond theory. Results pre-test student on the spatial relations (26.67%), spatial orientation (10.10%), and spatial visualization (7.41%). After being tested intertextual-based learning strategies with visualization models of students' post-test results on the spatial relations (58.33%), spatial orientation (50.00%), and spatial visualization (27.78%).

scholarly journals Διερεύνηση με χρήση τεχνικών οφθαλμικών καταγραφών της ευχέρειας χειρισμού και κατανόησης πολλαπλών μοριακών αναπαραστάσεων από φοιτητές χημείας

2017 ◽  
Author(s):  
Βασίλειος Κουταλάς
Keyword(s):  
Spatial Ability ◽  
Spatial Visualization ◽  
Ability Test ◽  
European Chemistry ◽  
Purdue Spatial Visualization Test

Η παρούσα διδακτορική διατριβή τμηματοποιείται σε τρία μέρη στα οποία χρησιμοποιούνται διαφορετικά μεθοδολογικά εργαλεία και ερευνητικές μεθοδολογίες για να εξυπηρετηθούν διαφορετικοί ερευνητικοί σκοποί. Στο πρώτο μέρος, γίνεται ανίχνευση των δυσκολιών που παρουσιάζουν οι φοιτητές Χημείας στην κατανόηση και τον χειρισμό δισδιάστατων διαγραμματικών αναπαραστάσεων όπως είναι οι Προβολές Fischer (FP), οι Προβολές Newman (NP) και τα διαγράμματα στικτών και έντονων γραμμών (DW). Γίνεται συσχετισμός των επιδόσεων των φοιτητών σε ανάλογου τύπου ερωτήματα με άλλους γνωστικούς παράγοντες όπως οι οπτικοχωρικές αντιλήψεις και η πρότερη γνώση Χημείας. Για τους σκοπούς αυτούς αναπτύχθηκαν τρία τεστ, ένα για κάθε είδος διαγραμματικής αναπαράστασης, ψηφιοποιήθηκαν δύο τεστ (Purdue Spatial Visualization Test: Rotation και Greek Spatial Ability Test) για τον έλεγχο των οπτικοχωρικών αντιλήψεων και χορηγήθηκε το EChemTest (European Chemistry Test) για τις πρότερες γνώσεις Χημείας. Για την ανίχνευση των χρησιμοποιούμενων στρατηγικών κατά τη μελέτη των αναπαραστάσεων, χρησιμοποιήθηκαν τρεις συνοπτικότερες εκδόσεις των τεστ, οι οποίες απαντήθηκαν σε οφθαλμικό καταγραφέα με χρήση ανάλογης μεθοδολογίας, ενώ ακολούθησαν και ημιδομημένες συνεντεύξεις για την ικανοποίηση του ίδιου στόχου. Εμφανίστηκαν συγκεκριμένες δυσκολίες που συνδέονται με το είδος της αναπαράστασης και με το είδος της διεργασίας που καλείται ο φοιτητής να εκτελέσει. Δε βρέθηκαν ιδιαίτερες συσχετίσεις με την οπτικοχωρική αντίληψη, ενώ παρατηρήθηκε συσχέτιση με την πρότερη γνώση του αντικειμένου. Τέλος, διαφάνηκε ότι συγκεκριμένες στρατηγικές χρησιμοποιήθηκαν από μεγαλύτερο ποσοστό φοιτητών ανά ερωτηματολόγιο. Στο δεύτερο ερευνητικό μέρος, σχεδιάστηκε και αναπτύχθηκε εκπαιδευτικό λογισμικό με βάση τη διεθνή βιβλιογραφία και τις παρατηρήσεις του προηγούμενου μέρους, με στόχο την αντιμετώπιση των προβλημάτων και την αναδόμηση των λανθασμένων απόψεων. Ακολούθησε η χρήση του λογισμικού για τη βελτίωση της κατανόησης και του χειρισμού των FP και NP από ένα δείγμα φοιτητών Χημείας, ως μέρος μιας γενικότερης ερευνητικής διαδικασίας αξιολόγησής του. Η μεθοδολογική εργασία έγινε με εφαρμογή ερωτηματολογίων σε ένα δείγμα φοιτητών που χωριζόταν σε δύο ομάδες, με μελέτη των αρχικών και τελικών επιδόσεων μιας ομάδας που δεν πέρασε από τη διαδικασία της εξάσκησης μέσω του εκπαιδευτικού λογισμικού και μιας δεύτερης που εξασκήθηκε. Από την ανάλυση, αρχικά επιβεβαιώθηκαν οι παρατηρήσεις της προηγούμενης ερευνητικής φάσης και σε ένα άλλο επίπεδο έγινε αποτίμηση της χρήσης του λογισμικού. Βασικές παρατηρήσεις που προέκυψαν αφορούσαν το γεγονός ότι οι φοιτητές παρουσίασαν βελτίωση σε συγκεκριμένες κατηγορίες ερωτήσεων των ερευνητικών ερωτηματολογίων, ενώ η χρήση του λογισμικού που αναπτύχθηκε αποτιμάται ως θετική, λόγω της συνολικής βελτίωσης επιδόσεων του εξασκημένου δείγματος και για τα δύο ερωτηματολόγια. Στο τρίτο μέρος της παρούσας διατριβής, γίνεται αναλυτικότερη αποτίμηση του τρόπου χρήσης του λογισμικού και παράλληλα ανιχνεύεται ο τρόπος με τον οποίο οι χρήστες χρησιμοποιούν τις διάφορες αναπαραστάσεις μέσα στο υλικό. Για τις ανάγκες αυτού του τμήματος της έρευνας, δύο ομάδες δείγματος με διαφορετικό επίπεδο εμπειρίας χρησιμοποίησαν το εκπαιδευτικό υλικό μπροστά σε οθόνη οφθαλμικού καταγραφέα, ενώ οι ημιδομημένες συνεντεύξεις που ακολούθησαν απέδωσαν αρκετά ποιοτικά δεδομένα που αναλύθηκαν διεξοδικά και οδήγησαν σε συμπεράσματα σχετικά με τον τρόπο χρήσης του υλικού και των αναπαραστάσεων από τις δύο ομάδες. Φάνηκε ότι οι συμμετέχοντες παρουσίασαν διαφορετική συμπεριφορά χειρισμού της πληροφορίας και των αναπαραστάσεων ανάλογα με την εμπειρία τους, αν και κάποια χαρακτηριστικά των δύο ομάδων ήταν κοινά.

scholarly journals DESKRIPSI KEMAMPUAN SPASIAL SISWA SMP DITINJAU BERDASARKAN PERBEDAAN GENDER DAN KEMAMPUAN MATEMATIKA

2017 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Yogi Prastyo
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Perception ◽  
Spatial Relation ◽  
Female Students ◽  
Male Students ◽  
High Ability ◽  
Ability Level ◽  
Ability Test ◽  
Low Ability

Spatial ability is closely related to the learning of geometry, such as helping students in solving geometry problems. This descriptive qualitative research aims to find out the profile of spatial ability of students in solving geometry problems in accordance with spatial ability indicator that has been prepared that is spatial perception, spatial visualization, mental rotation, spatial relation, and spatial orientation reviewed based on gender differences and students with math skills.The subjects of this study were 6 people consisting of 3 men with high, moderate, and low ability level and 3 women with high, moderate and low ability level. The determination of the subject is done by giving a math test. Instrument in the research is a test of math ability, spatial ability test, and interview guidance. Subjects were given spatial ability tests and interviews to obtain data and then analyzed the data collected. Based on the results of the analysis, it is found that high-ability male students and high-ability female students have relatively equal ability. Furthermore for the capable male students having all the spatial abilities. While female students are capable of not having the ability to spatially rotate the mind (mental rotation). Keywords: Spatial ability, gender, mathematics ability.

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