Abstract
The aim of this study is to determine the relationship between mathematical reasoning and spatial ability. The present study was carried out with 324 eighth-grade students. Mathematical Reasoning Test and Spatial Ability Test were used as data collection tools. In analyzing the data, Pearson’s correlation coefficient between participants’ scores of each test was computed. Results show that there is a significant positive correlation between mathematical reasoning and spatial ability. The relationship that emerges between these two mathematical process abilities can be seen as valuable in terms of co-ordinated development of mathematical reasoning with the spatial skills of middle school students.
Highlights
It is possible to see reasoning, association, estimation, intuition, shapes in space, formula and symbols in math building
The result of this study shows that there is a significant relationship between mathematical reasoning and spatial ability of the students
The present study provides a detailed picture of the relationship between mathematical reasoning and spatial ability of 8th grade students
Summary
It is possible to see reasoning, association, estimation, intuition, shapes in space, formula and symbols in math building. Short thinking can be insufficient in understanding mathematics that is complex, abstract, and multidimensional because mathematics requires reasoning ability which is an high-level thinking act. Polya (1981) report that reasoning is considerably important in understanding and associating mathematics topics. Spatial ability can be shortly described as a multidimensional thinking activity, especially in geometry. It enables to comprehend and make concrete spaces by animating, motioning them in mind, and see and draw the all parts of a geometric model. Most concrete and pictorial representations of arithmetical, geometrical and algebraic ideas appear to be heavily reliant on spatial attributes (Fennema, 1974)
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