Session Information
SES D 03, Paper Session
Paper Session
Contribution
Research question: Is there a significant correlation between spatial ability and spatial anxiety of preservice elementary teachers? Spatial ability which could be defined as the ability to generate, retain, retrieve, and transform well-structured visual images (Lohman, 1993) is one of the important topics in elementary mathematics curriculum in Turkey (MNE, 2006). Apart from Turkey, the importance of spatial ability in mathematics curriculum was also emphasized by researchers in many countries such as USA, Papua New Guinea, Kuwait, and UK. Many researchers argued that there was a relationship between spatial ability and mathematics achievement (Battista, 1990; Fennema & Sherman, 1997; Guay & McDaniel, 1977; van Garderen, 2006). For example, in their study with 90 elementary grade students in Indiana, US , Guay and McDaniel (1977) found significant positive correlations between mathematics achievement and spatial ability. Similarly, Van Garderen (2006) found a significant positive correlation between spatial ability and mathematical problem solving of 6th grade students in Florida, US. Those studies mostly focus on the relationships between spatial ability and other cognitive variables such as mathematics achievement specifically geometry achievement. But, less is done between spatial ability and other motivational variables like spatial anxiety. Spatial anxiety which is one of the concerns of this study is defined as the anxiety when people feel while maintaining orientation in the environment. Investigating the relationship between spatial ability and spatial anxiety is quite important because it is believed that spatial ability affects students’ achievement in mathematics, geometry and in many areas (Boulter, 1992; Bulut & Köroğlu, 2000; Fennema & Tartre, 1985; Hannafin, Truxav, Vermillion & Liu, 2008; Moses, 1977). As mentioned above, research studies that focus on spatial ability were conducted with elementary and high school students and little attention was given to preservice teachers. Since preservice teachers are tomorrow’s in-service teachers their spatial ability and spatial anxiety should be concern of many educators. It’s believed that teachers’ spatial ability will be important factor in enhancing students’ spatial ability and also their mathematics achievement. Thus, purpose of this study is to investigate Turkish preservice teachers’ spatial ability and anxiety. In addition, the relationship between preservice mathematics teachers’ spatial ability and spatial anxiety will be examined. This research will be administered in Turkey but it is also important issue in many European countries curriculum. As known, we live in a world which is full of 3D-figures. Thus, it is important for people to improve their spatial ability which is necessary to generate, to retain, to retrieve, and to transform well-structured visual images mentally. In this way, it is believed that people will find solutions to daily life problems to go on their lives (Turgut, 2007). Therefore, these variables are worth to study not only in mathematics curriculum but also in many disciplines in many countries.
Method
Expected Outcomes
References
Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics education, 21(1), 47-60. Boulter, D. R. (1992). The effects of instruction on spatial ability an geometry performance. Unpublished master’s thesis, Queen’s University, Kingston, Ontario, Canada. Bulut, S., & Köroğlu, S. (2000). On birinci sınıf öğrencilerinin ve matematik öğretmen adaylarının uzaysal yeteneklerinin incelenmesi. Hacettepe University Journal of Education, 18, 56-61. Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Journal, 14(1), 51-71. Fennema, S., & Tatre, L. (1985). The use of spatial visualization in mathematics by boys and girls. Journal for Research in Mathematics education, 16, 184-206. Guay, R. B., & McDaniel, E. T. (1977). The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8(3), 211-215. Hannafin, R. D., Truxaw, M. P., Vermillion, J. R., & Liu, Y. (2008). Effects of spatial ability and instructional program on geometry achievement. The Journal of Educational Research, 101(3). Lawton, C. A. (1994). Gender differences in way-finding strategies: Relationship to spatial ability and spatial anxiety. Sex Roles, 30, 11/12, 765-779. Lohman, D. F. (1993, July). Spatial ability and g. Paper presented at the first Spearman Seminar, University of Plymouth, UK. Middle Grades Mathematics Project (1983). Spatial visualization test. Department of Mathematics, Michigan State University. Ministry of National education (MNE), (2006). İlköğretim matematik dersi öğretim programı 6-8. sınıflar: Öğretim programı ve kılavuzu, Ankara, Turkey: MNE. Moses, B. E. (1977). The nature of spatial ability and its relationship to mathematical problem solving. Unpublished doctorate dissertation, Indiana University, Bloomington. Turgut, M. (2007). İlköğretim II. kademede öğrencilerin uzamsal yeteneklerinin incelenmesi. Unpublished master’s thesis, Dokuz Eylül University, İzmir, Türkiye. van Garderen, D. (2006). Spatial visualization, visual imagery and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39(6), 496-506.
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