Abstract
ABSTRACTWe present the results of an empirical study of a sample made up of 392 students newly admitted to the architecture, design and urban planning courses run by the University of Buenos Aires, Argentina. Our purpose is to explore the recognition and construction skills applied in geometric representation tasks, in order to assess possible differences between: (i) recognition and construction tasks; and (ii) tasks involving matching views to volume on the one hand and three-dimensional to two dimensional representations on the other. Our findings indicate that construction is harder than recognition, and, as far as the former is concerned, the path from orthogonal to axonometric representation is more difficult than the reverse. Gender and type of secondary schooling are significantly related to performance, with higher scores for male subjects and graduates from technologically oriented secondary schools than for female participants and graduates from non-technological schools respectively.
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