Identifying Japanese students’ core spatial reasoning skills by solving 3D geometry problems: An exploration

• Published in: Asian Journal for Mathematics Education Vol. 1; no. 4; pp. 437 - 454
• Main Authors: Fujita, Taro, Kondo, Yutaka, Kumakura, Hiroyuki, Miawaki, Shinichi, Kunimune, Susumu, Shojima, Kojiro
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.12.2022; Sage Publications Ltd
• Subjects: Asian students; Cognition & reasoning; Educational Research; Elementary School Students; Geometry; Instructional design; Mathematics education; Problem solving; Skills; Spatial Ability; Students; Thinking Skills; Visualization; spatial reasoning; core spatial reasoning skills; Japanese students; 3D geometry; problem-solving
• ISSN: 2752-7263; 2752-7271; 2752-7271
• DOI: 10.1177/27527263221142345

Taking the importance of spatial reasoning skills, this article aims to identify “core” spatial reasoning skills which are likely to contribute to successful problem-solving in three-dimensional (3D) geometry. “Core” spatial skills are those which might be particularly related to students’ successful problem-solving in 3D geometry. In this article, spatial reasoning skills are malleable and can be improved with teaching/interventions with mental rotation, spatial orientation, spatial visualization, and property-based reasoning. To achieve the study aim, we conducted a survey in total of 2,303 Japanese Grade 4–9 students (10–15 years old). We take the following stages of the procedures in this article: (a) Descriptive statistics; (b) 2 parameter logistic model (2PLM) analysis; and (c) Experiments with the Pearson correlation coefficient. As a result, we identified that a set of a few tasks can be used to check if students have “core” spatial skills in 3D geometry. For both primary and secondary, rotating given representations mentally, and imagining and drawing 3D shapes, are important, and for secondary schools, property-based reasoning is also crucial for further problem-solving skills. Our findings and methodological approach have implications for mathematics education research and practice as our results provide clear, and promising principles for task/units/curriculum design for spatial reasoning in which more robust teaching intervention is necessary.