Relationship between Gender, Spatial Visualization, Spatial Orientation, Flexibility of Closure

Abilities and Performance related to Plane Geometry Subject among Sixth Grade Students

Abstract

The plane geometry subject includes concepts as points, lines, planes, space and their relations.
Representations of three-dimensional objects by means of two-dimensional diagrams bring the
difficulties of identification of their properties. Three subfactors of spatial ability were identified as the
main variables in the performances of students related to plane geometry subject. The purpose of this
study is to investigate the relationship between gender, spatial visualization, spatial orientation, flexibility
or speed of closure abilities and the performances related to the plane geometry subject of the sixth
grade students. The sample of the study consisted of 120 sixth grade students. In the first part of the
study, the reliability and the validity studies of the representative tests were carried out. In the second
part, correlation analyses were carried out. Significant correlations were found between each factor
except gender. For clarifying the relationships between more than one factor multiple regression
analyses were used. The results showed that the three predictor variables explained the 35 per cent of
the variance in plane geometry test scores. However, degree of contribution of each factor differed. The
relative impact of spatial orientation ability (B=. 41) was higher than the spatial visualization ability (B=.
26) followed by the flexibility of closure ability (B=. 05). As a result of correlation analysis, gender was
not taken into the regression analyses. The plane geometry subjects in the National curriculum were
analyzed and related suggestions were carried out in line with the research findings.

Karaman, T , Yontar Toğrol, A . (2015). Relationship between Gender, Spatial Visualization, Spatial
Orientation, Flexibility of Closure Abilities and Performance related to Plane Geometry Subject among
Sixth Grade Students. BOĞAZİÇİ ÜNİVERSİTESİ EĞİTİM DERGİSİ,

26 (1), 1-26. Retrieved from http://dergipark.gov.tr/buje/issue/3829/51427

:
Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted
learning system

Abstract

This study integrates augmented reality (AR) technology into teaching activities to design a learning
system that assists junior high-school students in learning solid geometry. The following issues are
addressed: (1) the relationship between achievements in mathematics and performance in spatial
perception; (2) whether system-assisted learning can improve the spatial perceptions of students; (3)
whether students with high, average and low academic achievement learn effectively after taught with
system assistance; (4) system usability; (5) system task load; and (6) the relationship among various
factors. Study participants were 76 students from Tainan City, Taiwan. Qualitative and quantitative data
are obtained using pre- and post-system-assisted learning paper–pencil tests, a system usability scale,
National Aeronautics & Space Administration Task Load indeX, and observations and focus group
interviews. Analysis results indicate that students' math scores and spatial perception during the test
closely correspond to each other. Additionally, system-assisted can improve the spatial perceptions of
student. Regarding group differences related to the significance of impact, students with average and
low academic achievements exhibit small and medium levels of effectiveness, but are insignificant in
high academic achievement students. As for system usability, students with low academic achievements
demonstrate a positive attitude toward the intensive programs provided by the system. However, the
correlation between students’ learning effectiveness and system usability/task load is low.

Keywords: augmented reality (AR), solid geometry, usability evaluation, learning effectiveness,
interaction design, system usability scale (SUS), participatory action research

Hao-Chiang Koong Lin, Mei-Chi Chen & Chih-Kai Chang (2015) Assessing the effectiveness of learning
solid geometry by using an augmented reality-assisted learning system, Interactive Learning
Environments, 23:6, 799-810, DOI: 10.1080/10494820.2013.817435

Deconstructing Remediation in Community Colleges: Exploring Associations Between Course-

Taking Patterns, Course Outcomes, and Attrition from the Remedial Math and Remedial
Writing Sequences
 Abstract

Each year, a sizeable percentage of community college students enroll in remedial coursework to address
skill deficiencies in math, writing, and/or reading. Unfortunately, the majority of these students do not
attain college-level competency in the subjects in which they require remedial assistance. Moreover,
students whose point of entry into the remedial sequence is at the lower end of the hierarchy of skill
suffer the lowest rates of attainment by far. Yet, to date, we do not understand fully why students who
begin at the lower end of the remedial sequence are so much less likely than are students who begin at
the higher end to attain college-level competency. The purpose of this study is to illuminate the
junctures in the remedial sequences in math and writing at which meaningful attrition of students is
occurring and, in particular, the junctures at which “low-skill” remedial students suffer differential
attrition relative to “high-skill” remedial students. To accomplish this end, I use data that address
students in California’s community colleges to examine three ways of characterizing and explaining the
differential in college-level skill attainment between low- and high-skill remedial math students and,
separately, between low- and high-skill remedial writing students. The three characterizations include
nonspecific attrition, skill-specific attrition, and course-specific attrition. I find that each of these
characterizations contributes to explaining the differential in college-level skill attainment between low-
and high-skill remedial students.

Keywords

Community College Remediation Remedial Developmental Math Writing Behavior Outcome

Bahr, P.R. Res High Educ (2012); Deconstructing Remediation in Community Colleges: Exploring
Associations Between Course-Taking Patterns, Course Outcomes, and Attrition from the Remedial Math
and Remedial Writing Sequences, 10 February 20 Retrived from https://doi.org/10.1007/s11162-011-
9243-2. Springer Netherlands

Does Mathematics Remediation Work?: A Comparative Analysis of Academic Attainment

among Community College Students

Abstract

Postsecondary remediation is a controversial topic. On one hand, it fills an important and sizeable niche
in higher education. On the other hand, critics argue that it wastes tax dollars, diminishes academic
standards, and demoralizes faculty. Yet, despite the ongoing debate, few comprehensive, large-scale,
multi-institutional evaluations of remedial programs have been published in recent memory. The study
presented here constitutes a step forward in rectifying this deficit in the literature, with particular
attention to testing the efficacy of remedial math programs. In this study, I use hierarchical multinomial
logistic regression to analyze data that address a population of 85,894 freshmen, enrolled in 107
community colleges, for the purpose of comparing the long-term academic outcomes of students who
remediate successfully (achieve college-level math skill) with those of students who achieve college-level
math skill without remedial assistance. I find that these two groups of students experience comparable
outcomes, which indicates that remedial math programs are highly effective at resolving skill
deficiencies.

Keywords

Remediation Remedial education Developmental education Basic skills Mathematics Community college
Transfer Attainment Achievement Degree Certificate

Bahr, P.R. Res High Educ (2009); Does Mathematics Remediation Work?: A Comparative Analysis of
Academic Attainment among Community College Students. Springer Netherlands: 0361-0365, Online
ISSN:1573-188X. Retrived from https://doi.org/10.1007/s11162-008-9089-4

Analytical fuzzy plane geometry

Abstract

This paper provides a detailed analysis of fuzzy point, fuzzy line segment, fuzzy distance and the angle
between two fuzzy line segments. Two new concepts, same points and inverse points, are defined for
this analysis. The basic properties of fuzzy distance, ideas about the containment of a fuzzy point on a
fuzzy line segment and the coincidence of two fuzzy points are also described. A linear combination of
two fuzzy points is introduced to define a fuzzy line segment. The fuzzy point dividing a fuzzy line
segment in a given ratio is also investigated. All the discussion points are supported by suitable
examples.

Debdas Ghosh (2012); Analytical fuzzy plane geometry; Fuzzy Sets and Systems.Elsevier, 16 December
2012

Enhancing Students' Geometric Thinking and Achievement in Solid

Abstract

This study aimed to explore if students’ geometric thinking and achievement in solid geometry could be
enhanced through phase-based instruction using manipulatives and The Geometer’s Sketchpad (GSP)
based on the van Hiele theory. The researchers employed a case study research design and purposeful
sampling to select eight case study participants from a class of mixed-ability Form One students. The
results showed that the teaching intervention could enhance the participants’ geometric thinking and
achievement in solid geometry.

Key words: geometric thinking, achievement, solid geometry, van Hiele

theory

Chew Cheng Meng(2012); Enhancing Students' Geometric Thinking and Achievement in Solid . Universiti
Sains Malaysia at Penang, Noraini Idris Sultan Idris Education University at Tanjong Malim, Perak,
Malaysia. August 2012, Vol. 5, No. 1, pp. 15-33