Abstract
The balance between visual-spatial and verbal-logical thought may determine “mathematical casts of mind” that influence how an individual processes mathematical information. Thus, to investigate the role that spatial thinking plays in learning, problem solving, and gender differences in high school geometry, spatial thought was examined along with its counterpart verbal-logical thought. The results suggest that whereas males and females differed in spatial visualization and in their performance in high school geometry, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. There was evidence of gender differences in profiles of those mental abilities that are important for geometry performance and of a teacher-by-gender interaction on geometry achievement.
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