Perception of Symmetry and Spatial Reasoning in 11–12-Year-Old Pupils

• Published in: Education sciences Vol. 14; no. 12; p. 1402
• Main Authors: Kmetová, Mária, Rumanová, Lucia
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.12.2024
• Subjects: axial symmetry; Cognition & reasoning; Education; Educational Research; Elementary Education; Elementary Schools; Geometric Concepts; Geometry; Imagery; Imagination; Intermediate Grades; Mathematics Education; Measurement Techniques; perception of symmetry; Predominantly White Institutions; Research Projects; Research Tools; Spatial Ability; spatial reasoning; STEAM education; STEM Education; Students; Symmetry; Transformations (Mathematics); Visual perception; visualisation; Visualization; Young Children; Germany; Slovakia
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14121402

Visual perception and visualization are crucial in mathematical thinking and, more importantly, in geometric thinking. Our research study aimed to follow the link of geometric transformations, mental rotation, spatial ability, and visualisation in geometric thinking. During a longitudinal study, we examined the spatial ability-related geometric competencies of 11–12-year-old students from three lower secondary schools. We analysed their test results from axial symmetry and its application in practical problems, orientation in spatial labyrinths, and building spatial constructions with three views. During a detailed analysis of the written results, a grounded theory hypothesis arose that there was a possible relationship between symmetry perception and spatial thinking. This hypothesis was tested with CHIC statistical analysis. The analysis, however, did not show any deeper connection between symmetry perception and spatial thinking from the given data. We can conclude that this connection occurs in individual cases but not in general.