Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities

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dc.contributor.advisorBreen, Chrisen_ZA
dc.contributor.authorBennie, Catherine Janeen_ZA
dc.date.accessioned2014-11-04T08:47:51Z
dc.date.available2014-11-04T08:47:51Z
dc.date.issued1999en_ZA
dc.descriptionBibliography: leaves 88-91.en_ZA
dc.description.abstractThis study explores the notion of "spatial ability" from the perspective of mathematics education. A review of the literature on "spatial ability" is used to compile a preliminary model of the phenomenon. Certain questions related to interaction in space arising from the literature review are noted in this model. Three aspects of this interaction are the focus of the empirical study. The results of the research are used to shed light on the preliminary model of "spatial ability". The three themes of the empirical study can be described as follows: the visualisation of "objects" from different perspectives (in "small-scale" space); the visualisation of "objects" from different perspectives (in "large-scale" space): and the representation of a three-dimensional "object" in a two-dimensional net. The results of the study suggest that a range of strategies can be used on the same "spatial" activity, and that a learner can adopt a variety of different strategies on a set of activities. Of the ten strategies identified in the study, some appear to rely on the manipulation of visual imagery, while others suggest that the manipulation process has been generalised resulting in a more "abstract" strategy. Interesting features related to the use of physical manipulation in solving spatial tasks and the communication of visual processes in the form of drawings and verbal responses are discussed. These results are used to expand the preliminary model of "spatial ability". This updated model suggests that a learner who has mastered four "abilities" and has a working knowledge of visual conventions will be able to interact successfully in the visual world. The different strategies identified in the empirical study are required during this interaction in space. The researcher also identifies areas for further research in. the field of "spatial ability" and reflects on the methodology associated with the assessment of this phenomenon. The potential value of the results of the study for use in mathematics education is discussed.en_ZA
dc.identifier.apacitationBennie, C. J. (1999). <i>Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/9063en_ZA
dc.identifier.chicagocitationBennie, Catherine Jane. <i>"Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1999. http://hdl.handle.net/11427/9063en_ZA
dc.identifier.citationBennie, C. 1999. Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Bennie, Catherine Jane AB - This study explores the notion of "spatial ability" from the perspective of mathematics education. A review of the literature on "spatial ability" is used to compile a preliminary model of the phenomenon. Certain questions related to interaction in space arising from the literature review are noted in this model. Three aspects of this interaction are the focus of the empirical study. The results of the research are used to shed light on the preliminary model of "spatial ability". The three themes of the empirical study can be described as follows: the visualisation of "objects" from different perspectives (in "small-scale" space); the visualisation of "objects" from different perspectives (in "large-scale" space): and the representation of a three-dimensional "object" in a two-dimensional net. The results of the study suggest that a range of strategies can be used on the same "spatial" activity, and that a learner can adopt a variety of different strategies on a set of activities. Of the ten strategies identified in the study, some appear to rely on the manipulation of visual imagery, while others suggest that the manipulation process has been generalised resulting in a more "abstract" strategy. Interesting features related to the use of physical manipulation in solving spatial tasks and the communication of visual processes in the form of drawings and verbal responses are discussed. These results are used to expand the preliminary model of "spatial ability". This updated model suggests that a learner who has mastered four "abilities" and has a working knowledge of visual conventions will be able to interact successfully in the visual world. The different strategies identified in the empirical study are required during this interaction in space. The researcher also identifies areas for further research in. the field of "spatial ability" and reflects on the methodology associated with the assessment of this phenomenon. The potential value of the results of the study for use in mathematics education is discussed. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities TI - Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities UR - http://hdl.handle.net/11427/9063 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9063
dc.identifier.vancouvercitationBennie CJ. Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9063en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherMathematics Educationen_ZA
dc.titleBuilding a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activitiesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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