A study of spatial abilities in university students

Ralha, Maria Elfrida Ramos de Matos (1990) A study of spatial abilities in university students. University of Southampton, Doctoral Thesis.

Abstract

The purpose of this investigation was to explore and identify the use of spatial abilities on the part of students undertaking scientic degrees.

The motivation for my interests in such a study had come mainly from seeing the students complaining of their geometry courses and blaming their 'visualisation'.

The first main section of this thesis includes an historical review of some geometries and also some statements on the importance of geometry. An essential ingredient of this part of the work was to realise the difficulties of establishing a universal consensus concerning what geometry to teach. Another section examines psychological studies on the theme of spatial abilities, which culminates with a list of several categories/factors to be analysed within the participants' performances.

The research methodology included written questionnaires, oral interviews and also observation of the students in a learning environment. The 'clinical' research was conducted in England (Southampton) and Portugal (Covilha) and the majority of the participants were mathematics students.

Analysis of these students' performances revealed, for instance, a very strong dependence between the student's answers and his personal meaning of what was taught to him. There was evidence, in some cases, of the student not showing any particular difficulty in remembering geometric notions.

The participants' approach to a geometric configuration in the sense of taking it as a whole seemed to be better identified by the Gcstaltists' theories than by the factor-analysts' definition of their 'spatial relations' factor. In addition the visualisation factor appeared to be working better in front of visual stimuli and the students have, more frequently, imagined their own bodies as undergoing a geometric transformation then in the objects/configurations.

Facts concerning the participants' means of expression namely: gesture, drawing, written language and verbalisation were also analysed.

Some differences detected related to the students' attitudes were thought to be worthwhile being considered.

Relationships between the results obtained with the participants and theories, such as Piaget's, were also examined.

Finally some reflections on curricular issues for the teaching of geometry in universities are presented.

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