The relationship between spatial reasoning and geometric reasoning in teachers

Abstract

This study assessed the spatial and geometric reasoning skills of primary school teachers and examined the relationship between these constructs. Participants were enrolled in a B.Ed. distance program at an education degree college in Myanmar. Results showed that male teachers outperformed females on the mental rotation test, though no significant gender differences were found in geometric reasoning. Younger teachers (aged 25-30) scored higher than older teachers (aged 46-55) in the geometric reasoning test. Teachers with mathematics and chemistry degrees performed better than those from other disciplines. Teachers struggled with tasks involving nets, three-dimensional (3D) shapes representation, rotations, and folding/unfolding solids. A moderate positive correlation (r = 0.47) was found between spatial and geometric reasoning. Matching edges and faces of 3D solids and measurement tasks were strong predictors of teachers’ spatial reasoning. The findings imply that the teachers need to be sufficiently engaged in spatial reasoning activities.