Primary Student Spatial Reasoning Abilities: Progression and Challenges

Spatial reasoning is essential for success in mathematics and STEM fields, yet it is often overlooked in primary school curricula. This study investigates the levels and progression of spatial reasoning abilities among primary school students in Indonesia, focusing on mental rotation, spatial orient...

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Published inJurnal pendidikan matematika (Online) (Palembang) Vol. 18; no. 3; pp. 329 - 348
Main Authors Hasanah, Uswatun, Putrawangsa, Susilahudin, Purwanta, Edi, Agus Setiawati, Farida, Wahyu Purnomo, Yoppy
Format Journal Article
LanguageEnglish
Published 01.09.2024
Online AccessGet full text
ISSN1978-0044
2549-1040
2549-1040
DOI10.22342/jpm.v18i3.pp329-348

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Abstract Spatial reasoning is essential for success in mathematics and STEM fields, yet it is often overlooked in primary school curricula. This study investigates the levels and progression of spatial reasoning abilities among primary school students in Indonesia, focusing on mental rotation, spatial orientation, and spatial visualization. A cross-sectional study involving 135 students from Year 2, Year 4, and Year 6 used an adapted Spatial Reasoning Instrument. Results showed below-average spatial reasoning abilities overall, with notable improvement with age: Year 2 students averaged a Spatial Reasoning Test Score (SRTS) of 1.66, Year 4 students 2.02, and Year 6 students 2.68. Challenges were identified in tasks requiring multi-step spatial reasoning, spatial language comprehension, and 2D-3D transformations, particularly among younger students. These findings highlight the need for curriculum enhancements and targeted interventions to develop spatial reasoning skills from an early age, improving academic performance in STEM subjects.
AbstractList Spatial reasoning is essential for success in mathematics and STEM fields, yet it is often overlooked in primary school curricula. This study investigates the levels and progression of spatial reasoning abilities among primary school students in Indonesia, focusing on mental rotation, spatial orientation, and spatial visualization. A cross-sectional study involving 135 students from Year 2, Year 4, and Year 6 used an adapted Spatial Reasoning Instrument. Results showed below-average spatial reasoning abilities overall, with notable improvement with age: Year 2 students averaged a Spatial Reasoning Test Score (SRTS) of 1.66, Year 4 students 2.02, and Year 6 students 2.68. Challenges were identified in tasks requiring multi-step spatial reasoning, spatial language comprehension, and 2D-3D transformations, particularly among younger students. These findings highlight the need for curriculum enhancements and targeted interventions to develop spatial reasoning skills from an early age, improving academic performance in STEM subjects.
Author Purwanta, Edi
Agus Setiawati, Farida
Hasanah, Uswatun
Putrawangsa, Susilahudin
Wahyu Purnomo, Yoppy
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