Abstract
The NCTM's Standard address the need for children to develop spatial sense and explore the effects of transforming, combining, sub-dividing, and changing geometric figures (1989). Yet our students show weakness in these skills when compared with children of other nations (Stigler, Lee, and Stevenson 1990, quoted in Grouws 1992). The positive correlation between spatial abilitie and mathematics achievement at all levels (Fennema and Sherman 1977; Fennema and Shetman 1978; and Guay and McDaniel 1977; all cited in Grouws 1992) shows that teachers need to present activities that can develop children's spatial abilities.
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