IDENTIFICATION OF GAPS IN SPATIAL AWARENESS DEVELOPMENT TESTS AND MEANS OF THEIR ELIMINATION

Victoria Honta

Abstract


The article examines the existing methods for checking spatial awareness on the basis of which seven of the most common defects of test content are detected, which automatically grow into a gap in the spatial awareness development tests (SADT). The work describes ways to minimize the effect of gaps in the test, or complete elimination by the proposed and proven methods. There was found the essence of the analogy of various SADT and the direct application of general and innovative testing principles as means of overcoming the gaps. The cases, where overcoming of the gaps is the basis for the development of spatial awareness and spatial thinking, were identified. There was systematically reviewed the module of unprocessed, missed tasks in the test, which led to a detailed analysis and investigation of the representation of graphic material in the tasks. Mini-testing of the influence of the graphic component on the speed and quality of the accomplishment of spatial tasks was carried out. The results of the mini-test showed the smallest number of errors in the cubic traditional model and the traditional model with use of shadows, indicating their successful use in the created training and evaluation course «PROSTIR-UA». Also, there was illustrated the necessity after processing of the test results, there was presented an example of the use of a block diagram of a combined algorithm of the spatial awareness development test, in the final stage of which, for the test taker, a recommendation base of the necessary auxiliary tasks is made, based on the results of the testing. The presented study aims to offer advanced approaches to existing methods and methods of motivating students to effectively use spatial awareness development tests and new tools for expanding and applying spatial knowledge.

Keywords


spatial awareness; gaps in SADT; spatial thinking; flaw of classical testing; graphic tools

Full Text:

PDF

References


Pomberger, T., Maresch, G. (2018). Geschlechterspezifische Unterschiede beim Raumvorstellungsvermögen. Mathematik im Unterricht, 9, 63–74.

Maresch, G., Scheiber, K. (2017). Practical and Structured Exercises to Train Geometry and Your Spatial Ability, 54.

Herbst, P., Cheah, U. H., Richard, P. R., Jones, K. (Eds.) (2018). International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. Springer International Publishing, VI, 386. doi: http://doi.org/10.1007/978-3-319-77476-3

Hawes, Z., Moss, J., Caswell, B., Naqvi, S., MacKinnon, S. (2017). Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention. Cognition and Instruction, 35 (3), 236–264. doi: http://doi.org/10.1080/07370008.2017.1323902

Frick, A., Newcombe, N. S. (2012). Getting the big picture: Development of spatial scaling abilities. Cognitive Development, 27 (3), 270–282. doi: http://doi.org/10.1016/j.cogdev.2012.05.004

Harris, J., Newcombe, N. S., Hirsh-Pasek, K. (2013). A New Twist on Studying the Development of Dynamic Spatial Transformations: Mental Paper Folding in Young Children. Mind, Brain, and Education, 7 (1), 49–55. doi: http://doi.org/10.1111/mbe.12007

Kelman, M. S., Murashyn, O. H. (2008). Zahalna teoriia derzhavy i prava. Kyiv: Kondor, 477.

Honta, V. (2015). Algorithmization tests development Algorithmization tests development orithmization tests development of spatial imagination. Motrol. Commission of motorization and energetics in agriculture, 17 (8), 61–66

Peters, M., Laeng, B., Latham, K., Jackson, M., Zaiyouna, R., Richardson, C. (1995). A Redrawn Vandenberg and Kuse Mental Rotations Test – Different Versions and Factors That Affect Performance. Brain and Cognition, 28 (1), 39–58. doi: http://doi.org/10.1006/brcg.1995.1032

Maresch, G., Fuchs, K. J., Plangg, S., Zöggeler, M. (2018). Wirkung unterschiedlicher Darstellungsformen bei Aufgaben zur mentalen Rotation. Mathematik im Unterricht, 9, 75.




DOI: http://dx.doi.org/10.21303/2504-5571.2019.00872



Copyright (c) 2019 Victoria Honta

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2504-5571 (Online), ISSN 2504-5563 (Print)