scholarly journals Students’ Spatial Reasoning in Solving Geometrical Transformation Problems

2019 ◽  
Vol 1 (2) ◽  
pp. 38-51
Author(s):  
Serli Evidiasari ◽  
Subanji Subanji ◽  
Santi Irawati
Keyword(s):  
High School Students ◽  
Mental Rotation ◽  
Spatial Orientation ◽  
Spatial Reasoning ◽  
Spatial Visualization ◽  
School Students ◽  
Data Resource ◽  
Data Process ◽  
Geometrical Transformation ◽  
Transformation Problems

This study describes spatial reasoning of senior high school students in solving geometrical transformation problems. Spatial reasoning consists of three aspects: spatial visualization, mental rotation, and spatial orientation. The approach that is used in this study is descriptive qualitative. Data resource is the test result of reflection, translation, and rotation problems then continued by interview. Collecting data process involves 35 students. They are grouped to three spatial reasoning aspects then selected one respondent to be the most dominant of each aspect. The results of this study are: (1) the students with spatial visualization aspect used drawing strategy and non-spatial strategy in solving geometrical transformation problems. She transformed every vertex of the object and drew assistance lines which connect every vertex of the object to center point; (2) the students with mental rotation aspect used holistic and analytic strategies in solving geometrical transformation problems. Using holistic strategy means imagining the whole of transformational objects to solve easy problems. While using analytic strategy means transforming some components of objects to solve hard problems; (3) the students with spatial orientation didn’t involve mental imagery and she only could determine the position and orientation of the object in solving geometrical transformation problems

Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students

2016 ◽  
Vol 35 (7) ◽  
pp. 709-727 ◽  
Author(s):  
Ajay Ramful ◽  
Thomas Lowrie ◽  
Tracy Logan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mental Rotation ◽  
Spatial Ability ◽  
Spatial Orientation ◽  
Spatial Reasoning ◽  
Item Difficulty ◽  
Spatial Visualization ◽  
Measurement Tool ◽  
School Students

This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial maneuvers and task representations that middle-school students may encounter in mathematics and Science, Technology, Engineering and Mathematics (STEM)-related subjects. The instrument was administered to 430 students. Initially, a set of 15 items were devised for each of the three spatial constructs and the 45 items were eventually reduced to 30 items on the basis of factor analysis. The three underpinning factors accounted for 43% of variance. An internal reliability value of .845 was obtained. Subsequent Rasch analysis revealed appropriate item difficulty fit across each of the constructs. The three constructs of the SRI correlated significantly with existing well-established psychological instruments: for mental rotation (.71), spatial orientation (.41), and spatial visualization (.66). The psychometric characteristics of SRI substantiate the use of this measurement tool for research and pedagogical purposes.

scholarly journals KEMAMPUAN PENALARAN SPASIAL SISWA SMPN 2 PRAYA BARAT DAYA

2019 ◽  
Vol 7 (2) ◽  
pp. 17
Author(s):  
Khairul Akbar
Keyword(s):  
Mental Rotation ◽  
Spatial Orientation ◽  
Spatial Reasoning ◽  
Spatial Visualization ◽  
Research Subjects ◽  
Mathematical Abilities ◽  
Thinking Process ◽  
Reasoning Skills ◽  
Main Instrument ◽  
Descriptive Qualitative

Having good spatial reasoning skills supports a person's success in the STEM field. Spatial reasoning in mathematics is found in geometry. Students' abilities in geometry at SMPN 2 Praya Barat Daya are very low. The purpose of this study was to determine the process of thinking students on spatial reasoning. Spatial reasoning in this study is limited to the constructs of spatial visualization, mental rotation, and spatial orientation. This type of research is descriptive qualitative with a type of eksploratory research. The research subjects were selected 3 students with high, medium, and low mathematical abilities. The main instrument is the researchers himselfs and other instruments are written tests of spatial reasoning and interviews. The results showed: (1) students with high mathematical abilities had better spatial visualization abilities than other students, the three students were not able to use mental rotation skills properly, and the three students were able to use the ability of spatial orientation well, (2) the thinking process of students with high mathematical abilities in spatial visualization was done through reflecting objects, while other students through following the position of the object, in mental rotation the three students did not look too closely at the part of the object being rotated, and  spatial orientation was done bystudent through positioning themselves as objects.

scholarly journals INCIDENCIA DE LOS ACTIVADORES DE JUICIOS DE METAMEMORIA Y SUGERENCIAS DE ESTRATEGIAS EN EL APRENDIZAJE AUTÓNOMO

2000 ◽  
Author(s):  
Luis Facundo Maldonado Granados
Keyword(s):  
High School Students ◽  
Spatial Reasoning ◽  
Knowledge Society ◽  
Necessary Condition ◽  
Educational Systems ◽  
Problem Solution ◽  
School Students ◽  
Experimental Conditions ◽  
Solution Strategies ◽  
Problem Solvers

Develop skills for autonomous learning is a challenge for educational systems in thecurrent knowledge society. ln fact, as information and knowledge production increasesupdate learning becomes a necessary condition for person and enterprise achievement.Three questions are at the core of this paper: a- if metamemory judgment activatorsincrease problem solution; b- lf suggestion of strategy facilitates learning of problemsolving; and c- if strong strategy learning generalizes for handling new problems. Anexperimental study was conducted using discovery problems on spatial reasoning. 9computer games were programmed to support 4 experimental conditions: a) Withmetammemory judgment activators and strategy suggestion, b) With meta-memoryjudgment activa tors and no strategy suggestion, c) Without meta-memory judgmentactivators and with strategy suggestion, and d- With no meta-memory judgment activatorsand no strategy suggestion. 150 high school students were randomly assigned to theexperimental conditions. Statistical analysis uses factor analysis of variance andregression analysis. A simulation program allows reproducing the sequence of transitionstates followed by the problem solvers and identifying solution strategies. Metamemoryjudgements activators effects are interpreted in the frame of a motivational micro-system.Strategy suggestion operates after some basic experience on the task environment andmainly after the first success of solving the problem. Strategy generalization is evidentamong the initial stages of the learning curve of different problems.

scholarly journals Kemampuan Spasial dalam Pengkonstruksian Jaring-Jaring Kubus dan Balok

2019 ◽  
Vol 7 (1) ◽  
pp. 30
Author(s):  
Shinta Wulandari
Keyword(s):  
Spatial Ability ◽  
Spatial Orientation ◽  
Three Dimensional ◽  
Spatial Visualization ◽  
Point Of View ◽  
Fifth Grade ◽  
Research Subjects ◽  
School Students ◽  
Three Dimensional Objects ◽  
The Relationship

<p>Jaring-jaring dapat membantu siswa membuat konsep hubungan antara objek dua dimensi dan tiga dimensi. Namun masih ada ketidakakuratan dalam menyusun jaring-jaring yang disebabkan oleh kemampuan spasial yang lemah. Tujuan dari penelitian ini adalah untuk menggambarkan kemampuan spasial siswa dalam membangun jaring-jaring kubus dan balok. Subjek penelitian adalah empat puluh siswa Sekolah Dasar kelas lima. Dari empat puluh siswa dipilih dua siswa untk diwawancara lebih mendalam terkait penyelesaian tugas jaring-jaring kubus dan balok. Hasil penelitian menunjukkan bahwa dalam menyelesaikan tugas penyusunan jaring-jaring kubus dan balok, subjek menunjukkan kelemahan dalam kemampuan orientasi spasial dan visualisasi spasial. Kelemahan pada orientasi spasial terlihat pada kemampuan subjek untuk melihat objek dari sudut pandang tertentu yaitu dalam mengenali dua jaring-jaring yang kongruen tetapi dianggap tidak kongruen. Sedangkan kelemahan visualisasi spasial nampak pada saat subjek yang tidak dapat membayangkan bahwa jaring-jaring dapat dilipat menjadi kubus dan balok.</p><p> </p><p>Nets can help students conceptualize the relationship between two-dimensional and three-dimensional objects. But there are still inaccuracies in composing the webs caused by weak spatial ability. The purpose of this study is to describe the spatial ability of students in constructing cube and beam webs. The research subjects were forty-fifth-grade elementary school students. Of the forty students, two students were chosen to be interviewed more deeply related to the completion of the task of the cube nets and the beam. The results showed that in completing the task of arranging cube and beam nets, the subject showed weaknesses in the ability of spatial orientation and spatial visualization. Weaknesses in spatial orientation are seen in the subject's ability to see objects from a certain point of view, namely in recognizing two nets that are congruent but considered incongruent while the weaknesses of spatial visualization are seen when subjects cannot imagine that the webs can be folded into cubes and blocks.</p>

scholarly journals PENGGUNAAN SOFTWARE CABRI 3D DALAM PEMBELAJARAN MATEMATIKA UPAYA MENINGKATKAN KEMAMPUAN VISUALISASI SPASIAL MATEMATIS SISWA

2018 ◽  
Vol 3 (1) ◽  
pp. 28
Author(s):  
Alpha Galih Adirakasiwi ◽  
Attin Warmi
Keyword(s):  
High School Students ◽  
Positive Impact ◽  
Spatial Visualization ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Ability Test ◽  
Space Geometry ◽  
3D Software ◽  
Visualization Ability

The purpose of this study was to improve the mathematical spatial visualization ability of SMK (vocational high school) students through learning with Cabri 3D software on space geometry material. The study used quasi experimental method with posttest control group design. Experiments were conducted in two classes each used learning with Cabri 3D software, and conventional learning. The population used in this study was the students of class XI TKJ 2 SMK Rosma with 30 students as samples. Data collection techniques used in this study included spatial visualization ability test, the observation of students dan teachers’ activities, and students’ response questionnaire to learning with Cabri 3D software. The results of data analysis showed that learning used Cabri 3D software provided an improvement to the ability of mathematical spatial visualization on space geometry material. Learning with 3D cabri software had a positive impact between students’ activities and students' mathematical spatial visualization.

scholarly journals Predictability of Visual Processes on Performance in Geometry

2018 ◽  
Vol 7 (6) ◽  
pp. 25
Author(s):  
Lisa Marie Weckbacher ◽  
Yukari Okamoto
Keyword(s):  
High School Students ◽  
Mental Rotation ◽  
Cognitive Style ◽  
Cognitive Abilities ◽  
School Students ◽  
Visual Processes ◽  
Paper Folding ◽  
Spatial Measures ◽  
Educational Implications ◽  
And Mathematics

There is a consensus that certain cognitive abilities and mathematics performance are related. This link also extends to geometry. Surprisingly, however, little research has examined specific aspects of cognition that may contribute to successful performance in geometry, particularly at the secondary level. In this study, we explored in what ways, if any, three types of cognitive abilities (spatial visualization, mental rotation, and imagery ability) and one&rsquo;s preferred cognitive style (a visualizer or verbalizer style) might be related to geometry. High school students who have already taken at least two quarters of geometry participated in the study (N = 114). The results showed that the two spatial measures, not cognitive style, were significantly correlated to geometry performance. Of the two spatial measures, paper folding, not mental rotation, emerged as a significant predictor of geometry performance. The interpretations of the current findings as well as educational implications are discussed.

scholarly journals Construction of Test Measuring Mental Rotation Ability of Adolescent High School Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Sumona Datta ◽  
Debdulal Dutta Roy
Keyword(s):  
High School Students ◽  
Mental Rotation ◽  
Scoring System ◽  
Standard Test ◽  
Relative Advantage ◽  
School Students ◽  
Mental Rotation Test ◽  
Visuospatial Reasoning ◽  
Difficulty Index ◽  
Very High

One important aspect of Visuospatial Reasoning is the ability to rotate an object mentally. Presently, one of the most popular and widely used test of Mental Rotation is the Redrawn version of Vandenberg & Kuse Mental Rotation test (VMRT) However, this test has often been criticised to be more difficult because of its complicated scoring system. Present study compared this standard test of mental rotation ability with a newly constructed test with less number of items and less complicated scoring system. We collected data from 147 adolescent school students (Mean age=13.10 years; SD=1.84) by administering both the tests consecutively. Findings showed that VMRT has very high difficulty index as compared to the newly constructed test. The latter also proved to be a more reliable and valid measure of mental rotation ability as compared to VMRT. Discussion focused on the relative advantage of the newly constructed test for assessing mental rotation ability.

scholarly journals Improving Junior High School Students’ Spatial Reasoning Ability Through Model Eliciting Activities with Cabri 3D

2017 ◽  
Vol 11 (1) ◽  
pp. 148 ◽  
Author(s):  
Hartatiana Hartatiana ◽  
Darhim Darhim ◽  
Elah Nurlaelah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Spatial Reasoning ◽  
Junior High ◽  
Junior High School Students ◽  
Reasoning Ability ◽  
School Students ◽  
Significant Difference ◽  
Model Eliciting Activities

One of students’ abilities which can facilitate them to understand geometric concepts is spatial reasoning ability. Spatial reasoning ability can be defined as an ability involving someone’s cognitive processing to present and manipulate spatial figures, relationship, and figure formations. This research aims to find out significant difference on students’ spatial reasoning ability between students who are given Model Eliciting Activities with Cabri 3D (MEAC) and those who are only given Model Eliciting Activities (MEA). Quasi experimental design is used in this research which involves 143 junior high school students as the sample. The result of this research shows that students who are given Model Eliciting Activities with Cabri 3D have better spatial reasoning ability than those who are given Model Eliciting Activities. It is suggested for Matematics teachers to implement instruction with Model Eliciting Activities with Cabri 3D.

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