mathematics curriculum, spatial reasoning, action research
The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on my students' ability to problem solve. Data were collected over a ten-week period through the use of student interviews, anecdotal records, photos of student work, student journals, pre- and posttests and a post-study survey. In this study, students demonstrated a statistically significant increase on all pre- and posttests. The student interviews, anecdotal records, photos of student work, and student journals all revealed spatial reasoning was used in mathematics problem solving. The study suggests that spatial reasoning can be taught and spatial reasoning skills can be used in problem solving.
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Master of Arts (M.A.)
College of Education
Teaching and Learning Principles
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Varn, Theresa, "Effects Of A Mathematics Curriculum Rich In Spatial Reasoning Activities On Fifth Grade Students' Abilities To Spatially Reason: An Action Research Project" (2005). Electronic Theses and Dissertations. 410.
Restricted to the UCF community until January 2015; it will then be open access.