M.S. (Master of Science)
Department of Mathematical Sciences
Visualization--Mathematics||Geometry, Differential||High school sophomores--Study and teaching (Secondary)||Achievement motivation in youth
The purpose of this study was to explore the relationship between students' spatial visualization skills and their learning of geometrical concepts, particularly parallel lines. Previous research regarding spatial visualization has related spatial visualization to achievements in mathematical learning, as well as relating the impact of spatial visualization on the learning of different groups of people differentiated by gender and ethnic background. For this study, 100 high school sophomore geometry students of various academic levels participated. A pre-assessment and a post-assessment was given to all students regarding the concept of parallel lines to monitor their growth between the beginning and end of related instruction. A spatial visualization test was also given to all students in order to classify students into sub-groups according to their visualization level. To analyze the data, a series of general linear models as well as correlations were implemented. Differences in means and contrasts were compared. Results from this study showed that, on average, students showed higher post achievement scores as well as gain scores from pre-assessment to post-assessment. There were observed differences, but no statistical conclusions could be made about the differences in achievement levels on parallel lines or spatial visualization ability when differentiated by gender or ethnic background.
Schumacher, Eric Rocco, "The role of spatial visualization in the teaching and learning of parallel lines" (2016). Graduate Research Theses & Dissertations. 6258.
vi, 96 pages
Northern Illinois University
Rights Statement 2