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Magnolia Johnson and Dr. Michelle Friend, Department of Teacher Education, University of Nebraska at Omaha, 6005 University Dr N, Omaha, NE 68182
Spatial reasoning skills are foundational to understanding and succeeding with mathematics. Data was taken from a pre- and post-course diagnostic exam of spatial skills given in a general education mathematics class at a midwestern university. The purpose of the research was to understand changes within students’ pre- to post- course performance and to understand how students misperform. Responses to two questions were analyzed. Results from analysis of the first question demonstrate an improvement in understanding of symmetry among students. They also suggest that not all general education math students come into their class with an understanding of how to write a coordinate points. Results for the second question demonstrate that many students do not possess strong spatial awareness skills, as they provide answers which could not exist. These errors commonly occur in both the pre and post-course tests. These results suggest that the course needs to include more intentional reinforcement of coordinate graphing.
Presenter: Magnolia Johnson
Institution: University of Nebraska at Omaha
Type: Poster
Subject: Education
Status: Approved
