SUPPORTING THE DEVELOPMENT OF SPATIAL VISUALIZATION IN MIDDLE GRADE AND HIGH SCHOOL STUDENTS

2014 ◽  
Vol 20 (4) ◽  
pp. 379-393
Author(s):  
Kedmon Hungwe ◽  
Sheryl A. Sorby ◽  
Ray Molzon ◽  
Paul Charlesworth ◽  
Min Wang
Keyword(s):  
High School ◽  
High School Students ◽  
Spatial Visualization ◽  
Middle Grade ◽  
School Students

scholarly journals Book Review: How They Lived: An Annotated Tour of Daily Life through History in Primary Sources

2016 ◽  
Vol 56 (1) ◽  
pp. 60
Author(s):  
Carla Wilson Buss
Keyword(s):  
High School ◽  
High School Students ◽  
Daily Life ◽  
Upper Elementary ◽  
Primary Sources ◽  
Middle Grade ◽  
School Students ◽  
Ancient Times

How They Lived: An Annotated Tour of Daily Life through History in Primary Sources is an excellent two-volume set to start upper elementary, middle-grade, and even early high school students on the path to discovering the excitement and value of primary sources. Ciment, an independent scholar, has crafted a tool that is fairly unique in the field: introducing younger researchers to primary sources from ancient times to the present day. How They Lived uses both objects and documents, which will grab the interest of younger students.

Discoveries with Rectangles and Rectangular Solids

1987 ◽  
Vol 80 (4) ◽  
pp. 274-276
Author(s):  
Lyle R. Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Surface Area ◽  
Conceptual Understanding ◽  
Junior High ◽  
Spatial Visualization ◽  
Mathematics Assessment ◽  
School Students ◽  
Area And Perimeter ◽  
Area And Volume

Among the topics included in the second NAEP mathematics assessment were the concepts of perimeter, area, and volume. According to Hirstein (1981), the majority of the junior high and high school students tested confused area and perimeter and thought of volume as surface area. In addition to helping students develop a conceptual understanding of these topics in measurement, the following activities should also develop skills in spatial visualization and in formulation of generalizations based on specific examples.

Object-Spatial Imagery and Verbal Cognitive Styles in High School Students

2017 ◽  
Vol 124 (3) ◽  
pp. 689-702 ◽  
Author(s):  
Erhan Selcuk Haciomeroglu ◽  
Mark LaVenia
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Styles ◽  
Spatial Visualization ◽  
Logical Reasoning ◽  
Imagery Ability ◽  
Reasoning Ability ◽  
School Students ◽  
Spatial Imagery ◽  
Visualization Ability

The present study investigated object-spatial imagery and verbal cognitive styles in high school students. We analyzed the relationships between cognitive styles, object imagery ability, spatial visualization ability, verbal-logical reasoning ability, and preferred modes of processing math information. Data were collected from 348 students at six high schools in two school districts. Spatial imagery style was not correlated with object imagery style and was negatively correlated with verbal style. Object imagery style did not correlate significantly with any cognitive ability measure, whereas spatial imagery style significantly correlated with object imagery ability, spatial visualization ability, and verbal-logical reasoning ability. Lastly, spatial imagery style and verbal-logical reasoning ability significantly predicted students’ preference for efficient visual methods. The results support the cognitive style model, in which visualizers are characterized as two distinct groups who process visual-spatial information and graphic tasks in different ways.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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