Skill levels on visualization and spatial reasoning in pre-service primary teachers

Abstract

We apply theoretical tools from the onto-semiotic approach to present skill levels on tasks requiring visualization and spatial reasoning. These scales are derived from the analysis of visualization and spatial reasoning skills involved in solving a questionnaire supplied to 400 pre-service primary teachers. In order to set skill levels, we describe different types of cognitive configurations considering the network of mathematical objects involved in solving the items. The results show that there may be several configurations at each level and the levels depend on both certain conditions of the task and the visualization skills required. In most cases, the ratio of students expressing high level is significantly below than those of exhibiting low level. The analysis manifests that students put into play variety and quantity of visual objects and processes; however, most did not reach the solution successfully. This leads to the need for specific training actions.