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This paper reports findings from an exploratory case study where a student with low spatial ability solved a spatial visualisation problem after solid-geometry lessons. Objectives examined difficulties in paper-and-pencil use, challenges in a combined GeoGebra applet and navigation-sheet environment, and whether integration helped confirm or correct results and generate correct visual images.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/geo-gebra-a-tool-to-improve-students-visual-imaging/588140/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/geo-gebra-a-tool-to-improve-students-visual-imaging/588140.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the exploratory case study?","Question",{"text":112,"@type":113},"The study examines how integrating dynamic (GeoGebra applet) and paper-and-pencil environments supports a student’s spatial visualisation, including forming correct visual images and developing spatial abilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What objectives does the paper set for analysis?",{"text":117,"@type":113},"It analyzes the solver’s solutions in paper-and-pencil mode, in the combined dynamic+paper environment, and whether this integration helps the student confirm or correct results and create visual images.",{"name":119,"@type":110,"acceptedAnswer":120},"Which visualisation elements and categories does the paper use?",{"text":121,"@type":113},"It relies on a model where mental or physical processes, mental images, external representations, and visualisation abilities are key elements, and it discusses five image categories such as concrete and kinaesthetic images, plus dynamic images.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588140,1792231213,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","GEO GEBRA, A TOOL TO IMPROVE STUDENTS’ VISUAL IMAGING  \nRenáta VÁGOVÁ, Mária KMETOVÁ  \nAbstract: Visualisation is a necessary ability for students’ mathematical education. The appearance of multiple Dynamic Geometry Software (DGS) has a stronger impact each day, and it raises many questions in the minds of researchers. In this paper, we present the findings ofour exploratory case study in which a student preferring visual problem solving generally, but with a low spatial ability level, solveda spatial visualisation problem after finishing school lessons of solid geometry. The main objectives were to examine a) the solver’s solution (difficulties and impediments) in the paper-and-pencil environment;  \nb) the solver’s solution (difficulties and impediments) in the combined use of the dynamic (GeoGebra applet) and paper-and-pencil (Navigation Sheet) environment, and c) whether the combined use of dynamic and paper-and-pencil environment helped the solver to confirm or correct her results and created visual images from the paper-and-pencil solution. The integration of DGS would help the solver promote the creation of correct visual images and the acquisition or the development of her spatial ability. The research findings are interpreted in terms of both the visual image and the spatial ability classification.  \nKey words: process of visualisation, visual image, spatial ability, dynamic geometry software, spatial visualisation problem  \n1. Introduction  \nRecently developed computer programs offer virtual manipulation with virtual objects in teaching solid geometry as an additional possibility to real manipulation with the real solids which was mainly used earlier. The integration of DGS into the teaching process can help students overcome their difficulties resulting from the deficiency of both manipulative materials and paper representations used in solid geometry lessons as well as in understanding proofs (Vallo and Ďuriš, 2013) . Technology in geometry education has become relatively mainstream, yet there is still not enough research into its specific effects (Sinclair et al., 2017) . Gutiérrez and Jaime (2015) point to the question: Is there any optimal teaching strategy among these three educational environments (environment with physical models, paper-and-pencil representations, and dynamic computer representations)?  \nIn this paper, we present the findings ofour exploratory case study focused on both developing the creation of correct visual images as well as acquiring and developing spatial abilities through the integration of the combined use of the dynamic and paper-and-pencil environment. The aims arise whether or not the technology-based tool representing spatial relations dynamically could be fruitful for our representative student when solving spatial visualisation problem. In literature, several research papers are focusing on the relation between the one selected environment (from the three mentioned) and the improvement of students'spatial visualisation abilities (Güven and Kosa, 2008; Baki, Kosa, and Guven, 2011; Miragliotta and Baccaglini-Frank, 2017) . It has been proved that the computer environment is the most instrumental in developing students' spatial abilities, followed by the environment of manipulation materials. Also, the traditional class without auxiliary resources is the least favourable environment. Other earlier research papers (Gutiérrez and Jaime, 1993; Gutiérrez, 1996) have shown that each environment and each representation have their positive and negative impacts. Furthermore, to perform a particular activity is more suitable to use a particular environment.  \nTo support the research carried out, we point to the theoretical elements of visualisation allowing us to analyse the proposed activity and the answers of a student involved in our case study. A “process” of visualisation is ‘a mental or physical action where mental images are involved’(Gutiérrez, 1996) . Mental  \nimages, external repre","cbCaiaHJ2JR1ti9Q","https://ap.wps.com/l/cbCaiaHJ2JR1ti9Q","pdf",962832,13,"English","# Introduction\n## Visualisation in mathematics education\n## Visualisation model and core elements\n## Spatial abilities and their classification","[{\"question\":\"What is the focus of the exploratory case study?\",\"answer\":\"The study examines how integrating dynamic (GeoGebra applet) and paper-and-pencil environments supports a student’s spatial visualisation, including forming correct visual images and developing spatial abilities.\"},{\"question\":\"What objectives does the paper set for analysis?\",\"answer\":\"It analyzes the solver’s solutions in paper-and-pencil mode, in the combined dynamic+paper environment, and whether this integration helps the student confirm or correct results and create visual images.\"},{\"question\":\"Which visualisation elements and categories does the paper use?\",\"answer\":\"It relies on a model where mental or physical processes, mental images, external representations, and visualisation abilities are key elements, and it discusses five image categories such as concrete and kinaesthetic images, plus dynamic images.\"}]","GEO GEBRA - A TOOL TO IMPROVE STUDENTS’ VISUAL IMAGING | PDF",1792064609,33]