An analysis of pre-service mathematics teachers' performance in modelling tasks in terms of spatial visualisation ability

Abstract

This study aims to identify pre-service teachers’ spatial abilities and to explore the effects of these abilities on performance in mathematical modelling tasks. Following a case study research approach, mixed methods were used for data collection. Participants were 75 pre-service teachers studying an MA degree without dissertation at a state university in Turkey. In order to identify pre-service teachers’ spatial abilities, data was collected using a Mental Rotation and Spatial Visualisation Test. In order to investigate the effects of spatial abilities on performance during the solution process and on the visualisation process, pre-service teachers participated in modelling activities. Descriptive statistics were used to analyse the qualitative data. Results indicated that almost half of the preservice teachers had high level spatial abilities. It was also found that preservice teachers’ mathematical modelling abilities were not sufficiently developed, and that their spatial visualisation abilities were weaker than their mental rotation abilities. Moreover, the result that pre-service teachers who had higher spatial ability also had better performance in modelling tasks than the other pre-service teachers implied a direct relationship.