Developing spatial reasoning activities within geometry learning

Abstract

Spatial ability is a capability that is used in everyday life as well as one of the keys to be successful in the fields such as science, technology, engineering and mathematics (STEM). Numbers of research show the positive correlation between spatial ability and mathematics performance. This study has an aim to develop spatial reasoning activities within mathematics curriculum to support student's learning in mathematics, particularly in geometry. Two lessons (80 minutes each) for learning surface area and volume of a prism were designed. The implementation was conducted in two female classes with the total of 57 grade 8 students in West Nusa Tenggara, Indonesia. The data were obtained through video recording, observation form, students' worksheets and interview with some students. The data shows that the spatial reasoning activities within the geometry lesson such as drawing on isometric paper, forming a prism from connected cubes, give an opportunity for students to thinking spatially by visualising, predicting and checking the object and any manipulation involved. It helps students to contextualise surface area and volume of a prism and understand the concept of it before they go further to the formulation of the area and volume of a prism.