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The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender./
作者:	Higgins, Heidi Jean.
面頁冊數:	1 online resource (140 pages)
附註:	Source: Dissertations Abstracts International, Volume: 68-09, Section: A.
Contained By:	Dissertations Abstracts International68-09A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3239873click for full text (PQDT)
ISBN:	9780542943584

The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender.
Higgins, Heidi Jean.

The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender. - 1 online resource (140 pages)

Source: Dissertations Abstracts International, Volume: 68-09, Section: A.

Thesis (Ph.D.)--University of Nevada, Reno, 2006.

Includes bibliographical references

The purpose of this study was to examine differences in sixth-grade students' mental rotation ability, cumulative level of experience with spatial-type tasks, and strategies used to solve mental rotation problems. Differences were explored between high and low socioeconomic groups and between males and females. Participants consisted of one-hundred seventy eight (178) sixth-grade students from six elementary schools. A modified version of the Vandenberg and Kuse (1978) Mental Rotation Test was used to assess mental rotation ability. Level of spatial experience was measured by a questionnaire designed for this study, and problem-solving strategies were identified from respondents' written reflections. Strategy categories were identified as Key Feature, Holistic, and Non-Mental. A two-by-three ANOVA was used to determine if differences in mental rotation performance existed between the socioeconomic groups and/or by gender. Students from higher socioeconomic backgrounds outperformed students from lower socioeconomic backgrounds, and males obtained higher scores than females. However, there was no interaction between these variables. The Mann-Whitney U was used to determine if there were different levels of spatial experience between the groups. These analyses failed to show differences between the groups, indicating that the socioeconomic groups had similar levels of experience, as did males and females. Spearman's Rank-Order Coefficient of Correlation failed to find a significant relationship between mental rotation ability and level of experience with selected spatial activities. A chi-square test of independence was used to determine if students with high and low mental rotation ability used different problem-solving strategies when solving ii mental rotation problems. The analysis indicated that students with high and low mental rotation abilities did not use one strategy more often than another. Data further analyzed by student socioeconomic status and gender also indicated that one strategy was not utilized more often than another. However, a two-by-two-by-three ANOVA indicated that participants who used a Holistic approach to solving mental rotation problems outscored those who used the Non-mental and the Key Feature strategies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780542943584Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

GenderIndex Terms--Genre/Form:

542853
Electronic books.

The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender.
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520 $a The purpose of this study was to examine differences in sixth-grade students' mental rotation ability, cumulative level of experience with spatial-type tasks, and strategies used to solve mental rotation problems. Differences were explored between high and low socioeconomic groups and between males and females. Participants consisted of one-hundred seventy eight (178) sixth-grade students from six elementary schools. A modified version of the Vandenberg and Kuse (1978) Mental Rotation Test was used to assess mental rotation ability. Level of spatial experience was measured by a questionnaire designed for this study, and problem-solving strategies were identified from respondents' written reflections. Strategy categories were identified as Key Feature, Holistic, and Non-Mental. A two-by-three ANOVA was used to determine if differences in mental rotation performance existed between the socioeconomic groups and/or by gender. Students from higher socioeconomic backgrounds outperformed students from lower socioeconomic backgrounds, and males obtained higher scores than females. However, there was no interaction between these variables. The Mann-Whitney U was used to determine if there were different levels of spatial experience between the groups. These analyses failed to show differences between the groups, indicating that the socioeconomic groups had similar levels of experience, as did males and females. Spearman's Rank-Order Coefficient of Correlation failed to find a significant relationship between mental rotation ability and level of experience with selected spatial activities. A chi-square test of independence was used to determine if students with high and low mental rotation ability used different problem-solving strategies when solving ii mental rotation problems. The analysis indicated that students with high and low mental rotation abilities did not use one strategy more often than another. Data further analyzed by student socioeconomic status and gender also indicated that one strategy was not utilized more often than another. However, a two-by-two-by-three ANOVA indicated that participants who used a Holistic approach to solving mental rotation problems outscored those who used the Non-mental and the Key Feature strategies.
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