期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2003
出版社：Centre for Innovation in Mathematics Teaching
摘要：Spatial thinking is essential for scientific thought; it is used to represent and manipulate information in learning and problem solving (Clements & Battista, 1992). It is also required in many intellectual endeavors such as solving problems in engineering, design, physics and mathematics (Smith, 1964; Pellegrino, Alderto n & Shute, 1984). Enhancing students' spatial abilities is one of the roles of geometric activities. The National Council of Teachers of Mathematics recommends "the mathematics curriculum for grade 5-8 should include the study of the geometry of one, two, and three dimensions in a variety of situations, so that students can visualize and represent geometric figures with special attention to developing spatial sense" (NCTM, 1989). However, such is not the case. Current geometry curricula do not provide enough opportunities for the development of spatial ability (Usiskin, 1987). Moreover, in many schools geometry is delayed until the end of the school year (Hoffer & Hoffer, 1992) or eliminated (Porter, 1989). The timing and the content are two crucial elements to be considered in designing instructional tasks to improve spatial ability. There is evidence (e.g., Salthouse, Babcock, Skovronek, Mitchel & Palmon, 1990) that spatial ability seems to reach a plateau at puberty and begins to decline in the late twenties due to the aging effect. Ben-Chaim, Lappan & Houang, (1988) suggest that seventh grade is an optimal time for the teaching of spatial visualization tasks. The kinds of activities that are said to improve spatial ability are very similar to what are being used in teaching engineering drawing (Baartmans & Sorby, 1996; Ben-Chaim, Lappan, Houang, 1985; Smail, 1983). The purpose of this article is to provide activities for improving middle grade students' spatial ability with engineering drawing applications. To do this, first, spatial ability is described in the light of existing research. Then, engineering drawing is explained. Finally, activity examples for improving spatial ability are provided for school geometry classrooms in an engineering drawing context
