توانایی چرخش ذهنی در رابطه با خودانگاره هندسه دبیرستان
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|71467||2014||6 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Learning and Individual Differences, Volume 30, February 2014, Pages 58–63
The study examined relations among mental rotation ability, mathematics achievement and mathematical self-perceptions among 113 high school students. Each participant completed a mental rotations test, an assessment of self-perceptions of geometry and self-perceptions of algebra. Geometry and algebra grades along with a standardized geometry test were used as measures of mathematics achievement. Significant relations emerged between mental rotation and both geometry grades and the standardized geometry measure; no significant relation emerged between mental rotation and algebra grades. A significant relation also emerged between mental rotation and self-perceptions of doing well in geometry and algebra, but not between mental rotation and self-perceptions of either liking geometry or algebra. Implications pertaining to the improvement of spatial thinking as they relate to encouraging students' interests in mathematical and scientific careers are addressed.