[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588095-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588095-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","pre-service-primary-school-teachers-spatial-abilities","PRE-SERVICE PRIMARY SCHOOL TEACHERS’ SPATIAL ABILITIES","","Spatial abilities are used across everyday life, making their development a key goal of mathematics education. Growth should begin in early schooling, so pre-school and primary school teachers help establish foundational spatial competencies. This paper investigates pre-service primary school teachers’ spatial abilities through an online problem sheet, with results assessed quantitatively and qualitatively to identify common misconceptions. 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Spatial abilities are used in many aspects of everyday life, thus developing these abilities should be one of the most important goal of Mathematics Education. These abilities should be developed starting with early school years, thus pre-school and primary school teachers have an important role in setting the foundation of these abilities. A teacher can successfully develop students’ competencies/abilities if she/he possess those competencies/abilities. Thus evaluating and developing pre-service primary school teachers’ spatial abilities is an important goal of their training. This paper presents a research on pre-service primary school teachers’spatial abilities. Students were tested using an online problem sheet and the results were quantitatively and qualitatively evaluated, trying to identify some common misconceptions. The results show the necessity of developing these students’ spatial abilities. Based on the results, some hands-on activities and paper based problem types are proposed for developing students’spatial abilities.  \nKeywords: Spatial ability, pre-service primary school teachers, Mathematics Education, teacher training  \nIntroduction  \nSpatial ability is an important ability in our everyday life and in many careers. This ability is important in learning Geometry (Battista & Clements, 1991; Capraro, 2001), but also there is a strong link between spatial ability and success in learning Mathematics (Grissmer, et al, 2010; Mix & Cheng, 2012) or even in Sciences (Wai, Lubinski, & Benbow, 2009; Newcombe, 2010) . Spatial thinking is not only correlated with mathematical results, but also predicts the later mathematical performance (Cheng & Mix 2013; Farmer, et al., 2013; Verdine, et al 2013) . Researches show socioeconomic status related differences (Verdine, et al, 2013) and gender related differences (Lippa, Collaer, & Peters, 2010) in spatial ability.  \nDeveloping pupils’ geometrical competencies and spatial ability is not one of the main goals of primary school education (Uttal et al., 2012), usually there are only few hours per year spent on Geometry focusing mainly on geometrical notions, not on the development of abilities and competencies. Children come to preschool and primary school with an informal spatial ability (Bryant, 2008), but this usually is not formally supported until the end of the secondary school. In Romania pupils learn Spatial Geometry in 8th grade, before in primary school and 5th grade just learn about different geometrical solids on a level of notions, without trying to develop spatial skills. Therefor in 8th grade many pupils have difficulties in seeing in space the figures which they make for solving Spatial Geometry problems. This also highlights the necessity of developing spatial ability starting with preschool in order to reach an adequate level for studying Spatial Geometry. For an effective formal development of this ability the teacher should possess high spatial ability level and methodological knowledge on how to develop this ability in students. Thus evaluating and developing pre-service primary school teachers’ spatial abilities is an important goal of their training.  \nThe aim of this paper is to present the results of a research on pre-service primary school students’spatial ability.  \n1. Theoretical background  \nSpatial ability is a set of mental processes which are used in perceiving, storing, recalling, creating, arranging and making related spatial images (Linn & Petersen, 1985), the ability to create mental images and to manipulate these images in mind (Battista & Clements, 1998) . The most important spatial skills are the following: the ability to visualize mental rotation of objects; the ability to understand how objects appear in different positions; the ability to conceptualize how objects relate to each other in space; the ability to understand objects in 3-D space (Sutton & Will","cbCail7su30xgcD3","https://ap.wps.com/l/cbCail7su30xgcD3","pdf",317869,"English","# Introduction\n# 1. Theoretical background\n## Spatial ability and key skills\n## Spatial ability testing methods\n# 2. Research\n## 2.1. Participants","[{\"question\":\"Why is spatial ability important in education?\",\"answer\":\"Spatial ability supports learning geometry and correlates with later mathematics performance, making it a critical competency for mathematics education.\"},{\"question\":\"How were spatial abilities assessed in the research?\",\"answer\":\"Participants were tested using an online problem sheet, and results were evaluated both quantitatively and qualitatively.\"},{\"question\":\"What do the results indicate about developing spatial ability?\",\"answer\":\"The findings highlight the necessity of developing pre-service teachers’ spatial abilities, and they motivate hands-on activities and paper-based problem types.\"}]","PRE-SERVICE PRIMARY SCHOOL TEACHERS’ SPATIAL ABILITIES | PDF",1792064520]