Unpacking The Relation Between Spatial Abilities and Creativity in Geometry

2021 ◽  
Vol 4 (3) ◽  
pp. 307-328
Author(s):  
Panagiotis Gridos ◽  
◽  
Evgenios Avgerinos ◽  
Eleni Deliyianni ◽  
Iliada Elia ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Essential Role ◽  
Solution Process ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Multiple Solution ◽  
Ninth Graders ◽  
Problem Solution ◽  
Solution Problem

This study aims to examine the relation between spatial ability and creativity in Geometry. Data was collected from 94 ninth graders. Three spatial abilities were investigated: spatial visualization, spatial relations and closure flexibility. As for students' creativity, it was examined through a multiple solution problem in Geometry focusing on three components of creativity: fluency, flexibility, and originality. The results revealed that spatial visualization predicted flexibility and originality while closure flexibility predicted all creativity components. Additionally, it was deduced that auxiliary constructions played an essential role in the problem-solution process. Finally, further study opportunities for the teaching and learning of Geometry are discussed.

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.

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.

Predicting Memory for Words and Symbols from Spatial Abilities

2007 ◽  
Vol 51 (18) ◽  
pp. 1171-1175
Author(s):  
Sally A. Stader ◽  
Grant S. Taylor ◽  
JoAnn Harvan-Chin
Keyword(s):  
Negative Relationship ◽  
Spatial Relations ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Phonological Loop ◽  
Spatial Processing ◽  
Verbal Stimuli ◽  
Location Memory ◽  
Significant Negative Relationship ◽  
With Memory

This study seeks to better understand the aspects of working memory, particularly spatial processing, involved in memory for visually presented verbal and non-verbal stimuli. Prior research has suggested that there are separate memory stores for words and symbols. It is proposed that memory for the location of words is assisted by the phonological loop, which provides comprehension, and a contextual basis to use logical reasoning to determine the location of words. Participants in this study were tested on measures of object and location memory, spatial relations, spatial visualization, as well as their memory for the location of words or symbols, and reading comprehension. Results suggest different processes are involved when remembering the location of words when compared to remembering the location of symbols. The measure for location memory was found to have a significant negative relationship with memory for the location of words, suggesting that subjects with better location memory (who, presumably, rely on it more), end up suffering on the memory for the location of words measure by not relying on the more effective method of using context to deduce the locations. With all measures contributing to a regression equation, roughly 50% of the variance of both memory for the location of words and symbols was accounted for.

scholarly journals Fun Writing Using WebQuest

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Wardani Dwi Wihastyanang
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Ninth Graders ◽  
Average Score ◽  
Writing Ability ◽  
Field Notes ◽  
Preliminary Study ◽  
Report Text ◽  
The Web

<em>This study intended to describe how the process of teaching and learning using WebQuest can develop the ninth graders’ writing ability of report text. The subjects included the 15 ninth graders. The students were taught to be able to write report texts by using WebQuest after they visit the web addresses given in the two cycles of classroom action research. Their writing ability achievement and the information on students’ interaction during the teaching and learning process were attained by overseeing writing products at the end of each cycle and by using observation checklists and field notes. The result indicated that WebQuest was successful in developing the students’ writing ability of report texts. The comparison of the students’ scores in the preliminary study and in Cycle 2 was significantly developed. In preliminary study, the students’ average score was 50.8. While in the cycle two, the students’ score was 76.8.</em>

scholarly journals Spiral, Slasher, and Sequel: Case of "Happy Death Day" (2017) and "Happy Death Day 2U" (2019)

Panoptikum ◽  
2019 ◽  
pp. 128-143
Author(s):  
Radomír D. Kokeš
Keyword(s):  
Closed Loop ◽  
Solution Process ◽  
Space Time ◽  
Problem Solution ◽  
General Hypothesis ◽  
Television Shows ◽  
The Aesthetic

This article focuses on the films Happy Death Day (2017) and Happy Death Day 2U (2019). Both handle the spiral narrative, which is recognised by the article as a specific storytelling pattern with a protagonist stuck in an iterative segment of space, time and causality – and this protagonist is not only fully aware of this situation but also tries to deal with it. What for other unaware characters is a closed loop is for the protagonist an open experience with an odd number of turns of time spiral. The spiral narrative is known mostly from high-budget films such as Groundhog Day (1993) or Edge Of Tomorrow (2014). Nevertheless, as the article explains, it occurs in dozens of other theatrical films, VOD films, television films or television shows. However, what are the reasons why, when there is an extensive set of works to choose from, does the article take just the doublet of Happy Death Day films? (1) On their example, the article discusses the author’s general hypothesis about spiral narrative works as a series of applications of the innovative narrative schema as an aesthetic tool. Such a hypothesis consists of three broader dimensions: (a) the aesthetic dimension, i.e. the spiral schema as a part of the art work; (b) the creative dimension, i.e. the spiral schema as part of the problem-solution process of filmmaking; (c) the production dimension, i.e. the spiral schema as a part of the competition of audiovisual production. (2) An even more important reason, though, for selecting just these two films has been the fact that Happy Death Day 2U is a sequel of Happy Death Day. In the „post-classical era” of global franchises, sequels, prequels, remakes, reboots and transmedia storytellings, this does not seem to be exceptional. However, in the context of the spiral narrative, this is an unprecedented step that raises several questions the article asks.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Sex-Linked Inheritance of Spatial Ability

1970 ◽  
Vol 31 (2) ◽  
pp. 610-610 ◽  
Author(s):  
Lawrence C. Hartlage
Keyword(s):  
Spatial Ability ◽  
Recessive Gene ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Hereditary Factors ◽  
Mental Abilities ◽  
Visualization Ability

Studies involving the inheritance of primary mental abilities in twins have generally shown that spatial ability appears to be the ability most influenced by hereditary factors (Thurstone, Thurstone, & Strandskov, 1955; Vandenberg, 1965). Stafford (1961), using the Identical Blocks Test as a measure of spatial visualization, demonstrated that a sex-linked recessive gene may be involved in the transmission of spatial abilities. The present study represented an attempt to replicate Stafford's earlier work, using a test which represented a reasonably pure measure of spatial visualization ability.

Solution Selectors: A User-Oriented Answer to the Geometric Constraint Multiple Solution Problem

2001 ◽  
Author(s):  
Bernhard Bettig ◽  
Jami Shah
Keyword(s):  
Linear Equations ◽  
Independent Solution ◽  
Solid Modeling ◽  
Multiple Solution ◽  
Parametric Modeling ◽  
Geometric Constraints ◽  
Geometric Constraint ◽  
Basic Solution ◽  
Solution Selection ◽  
Solution Problem

Abstract The development of solid modeling to represent the geometry of designed parts and the development of parametric modeling to control the size and shape have had significant impacts on the efficiency and speed of the design process. Designers now rely on parametric solid modeling, but surprisingly often are frustrated by a problem that unpredictably causes their sketches to become twisted and contorted. This problem, known as the “multiple solution problem” occurs because the dimensions and geometric constraints yield a set of non-linear equations with many roots. This situation occurs because the dimensioning and geometric constraint information given in a CAD model is not sufficient to unambiguously and flexibly specify which configuration the user desires. This paper first establishes that only explicit, independent solution selection declarations can provide a flexible mechanism that is sufficient for all situations of solution selection. The paper then describes the systematic derivation of a set of “solution selector” types by considering the occurrences of multiple solutions in combinations of mutually constrained geometric entities. The result is a set of eleven basic solution selector types and two derived types that incorporate topological information. In particular, one derived type “concave/convex” is user-oriented and thought to be very useful.

Sex Differences in a Causal Model of Mathematics Achievement

1984 ◽  
Vol 15 (5) ◽  
pp. 361-377 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Causal Model ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Predictor Variables ◽  
Covariance Structures ◽  
Men And Women ◽  
Using Data

Using data from the “High School and Beyond” study, this paper reexamines the reason men and women differ in mathematics achievement by means of a covariance-structures causal model of mathematics achievement, which permits the estimation of effects while accounting for known measurement error in the predictor variables. Our results indicate that sex continues to have a significant effect on mathematics achievement even after controlling for sex differences in spatial abilities, background in mathematics, and interest in mathematics. Separate analyses by sex, however, indicate that the process of mathematics achievement differs between men and women. In particular, women tend to have less spatial visualization ability than men, but the effects of this variable on mathematics achievement are greater for women.

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