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Exploration of Spatial Abilities in Pre-Service Mathematics Teacher Education: Testing and Evaluation

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Názov: Exploration of Spatial Abilities in Pre-Service Mathematics Teacher Education: Testing and Evaluation
Autori: Petra Surynkova, Vlasta Moravcová, Jana Hromadová, Jarmila Robová
Zdroj: Journal on Efficiency and Responsibility in Education and Science, Vol 18, Iss 3, Pp 147-159 (2025)
Informácie o vydavateľovi: Czech University of Life Sciences Prague, 2025.
Rok vydania: 2025
Zbierka: LCC:Theory and practice of education
LCC:Science
Predmety: conceptual knowledge, planar geometry, pre-service mathematics teacher education, spatial ability, spatial geometry, testing spatial abilities, Theory and practice of education, LB5-3640, Science
Popis: Pre-service mathematics teachers often struggle with spatial ability, which negatively affects their success in solving geometric problems. Evaluating and developing these abilities is therefore an essential part of their university education. This paper presents findings from the initial phase of a long-term study focused on assessing the spatial ability and conceptual knowledge of first-year pre-service teachers at Charles University. Each year from 2021 to 2023, newly enrolled students were tasked with completing tests focused on 2D and 3D geometry, classified according to specific subcomponents of spatial ability. The results show that the students were most successful in planar rotation tasks, with the tasks requiring spatial visualisation proving to be the most challenging. Conceptual misconceptions were identified as a key factor contributing to errors in solving geometric tasks. These findings highlight the need for targeted instruction and training to improve spatial thinking and conceptual understanding in teacher education, with a view to improving the quality of the geometry teaching they provide in the future.
Druh dokumentu: article
Popis súboru: electronic resource
Jazyk: English
ISSN: 2336-2375
1803-1617
Relation: https://www.eriesjournal.com/index.php/eries/article/view/1582; https://doaj.org/toc/2336-2375; https://doaj.org/toc/1803-1617
DOI: 10.7160/eriesj.2025.180301
Prístupová URL adresa: https://doaj.org/article/af6293a7c0ad49968d930ef1e2d76a5f
Prístupové číslo: edsdoj.f6293a7c0ad49968d930ef1e2d76a5f
Databáza: Directory of Open Access Journals
Popis
Abstrakt:Pre-service mathematics teachers often struggle with spatial ability, which negatively affects their success in solving geometric problems. Evaluating and developing these abilities is therefore an essential part of their university education. This paper presents findings from the initial phase of a long-term study focused on assessing the spatial ability and conceptual knowledge of first-year pre-service teachers at Charles University. Each year from 2021 to 2023, newly enrolled students were tasked with completing tests focused on 2D and 3D geometry, classified according to specific subcomponents of spatial ability. The results show that the students were most successful in planar rotation tasks, with the tasks requiring spatial visualisation proving to be the most challenging. Conceptual misconceptions were identified as a key factor contributing to errors in solving geometric tasks. These findings highlight the need for targeted instruction and training to improve spatial thinking and conceptual understanding in teacher education, with a view to improving the quality of the geometry teaching they provide in the future.
ISSN:23362375
18031617
DOI:10.7160/eriesj.2025.180301