Unleashing the potential: spatializing middle school mathematics for enhanced learning

IF 3.4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Studies in Mathematics Pub Date : 2024-07-19 DOI:10.1007/s10649-024-10343-3

Destina Wahyu Winarti, Sitti Maesuri Patahuddin, Tom Lowrie

{"title":"Unleashing the potential: spatializing middle school mathematics for enhanced learning","authors":"Destina Wahyu Winarti, Sitti Maesuri Patahuddin, Tom Lowrie","doi":"10.1007/s10649-024-10343-3","DOIUrl":null,"url":null,"abstract":"<p>This study assessed the effectiveness of a spatialized mathematics intervention on the mathematical performance and spatial visualization skills of students from an underprivileged Indonesian community. Grade 8 students (<i>N</i> = 407) were assigned to one of twelve experimental classes, receiving the spatial mathematics intervention, or one of seven control classes, continuing with the standard mathematics curriculum. Prior to and following the intervention, a pre-test and post-test design was administered. The data were analyzed using Analysis of Covariance to ascertain the effect of the intervention. Results revealed that the students in the experimental group exhibited significant improvements in spatial visualization skills and mathematics performance (including both spatial and non-spatial competencies), compared to the control group. Importantly, the findings provide evidence that the transfer effects of the spatialized curriculum occur differentially for students of varying ability levels. The findings highlight the importance of spatial intervention in enhancing mathematics performance and spatial visualization skills. The study suggests potential avenues for a paradigm shift in mathematics education that recognizes and embraces the profound influence of spatial thinking.</p>","PeriodicalId":48107,"journal":{"name":"Educational Studies in Mathematics","volume":"37 1","pages":""},"PeriodicalIF":3.4000,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Studies in Mathematics","FirstCategoryId":"100","ListUrlMain":"https://doi.org/10.1007/s10649-024-10343-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study assessed the effectiveness of a spatialized mathematics intervention on the mathematical performance and spatial visualization skills of students from an underprivileged Indonesian community. Grade 8 students (N = 407) were assigned to one of twelve experimental classes, receiving the spatial mathematics intervention, or one of seven control classes, continuing with the standard mathematics curriculum. Prior to and following the intervention, a pre-test and post-test design was administered. The data were analyzed using Analysis of Covariance to ascertain the effect of the intervention. Results revealed that the students in the experimental group exhibited significant improvements in spatial visualization skills and mathematics performance (including both spatial and non-spatial competencies), compared to the control group. Importantly, the findings provide evidence that the transfer effects of the spatialized curriculum occur differentially for students of varying ability levels. The findings highlight the importance of spatial intervention in enhancing mathematics performance and spatial visualization skills. The study suggests potential avenues for a paradigm shift in mathematics education that recognizes and embraces the profound influence of spatial thinking.

Abstract Image

查看原文本刊更多论文

释放潜能：将初中数学空间化以促进学习

本研究评估了空间化数学干预对印度尼西亚贫困社区学生的数学成绩和空间可视化技能的影响。八年级学生（N = 407）被分配到 12 个实验班中的一个，接受空间数学干预；或 7 个对照班中的一个，继续学习标准数学课程。在干预前后，进行了前测和后测设计。采用协方差分析法对数据进行分析，以确定干预的效果。结果显示，与对照组相比，实验组学生在空间可视化技能和数学成绩（包括空间和非空间能力）方面都有显著提高。重要的是，研究结果证明，空间化课程对不同能力水平的学生产生的迁移效应是不同的。研究结果凸显了空间干预在提高数学成绩和空间可视化技能方面的重要性。这项研究为数学教育范式的转变提出了潜在的途径，即承认并接受空间思维的深远影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Educational Studies in Mathematics EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.60

自引率

9.40%

发文量

期刊介绍： Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematics education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them. It deals with methodological, pedagogical/didactical, political and socio-cultural aspects of teaching and learning of mathematics, rather than with specific programmes for teaching mathematics. Within this range, Educational Studies in Mathematics is open to all research approaches. The emphasis is on high-level articles which are of more than local or national interest.? All contributions to this journal are peer reviewed.