Exploration of Spatial Abilities in Pre-Service Mathematics Teacher Education: Testing and Evaluation
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| Title: | Exploration of Spatial Abilities in Pre-Service Mathematics Teacher Education: Testing and Evaluation |
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| Language: | English |
| Authors: | Petra Surynková, Vlasta Moravcová, Jana Hromadová, Jarmila Robová |
| Source: | Journal on Efficiency and Responsibility in Education and Science. 2025 18(3):147-159. |
| Availability: | Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Mathematics Teachers, Mathematics Education, Preservice Teacher Education, Geometric Concepts, Spatial Ability, Knowledge Base for Teaching, Mathematics Tests |
| Geographic Terms: | Czech Republic |
| ISSN: | 2336-2375 1803-1617 |
| Abstract: | Pre-service mathematics teachers often struggle with spatial ability, which negatively affects their success in solving geometric problems. Evaluating and developing these abilities is therefore an essential part of their university education. This paper presents findings from the initial phase of a long-term study focused on assessing the spatial ability and conceptual knowledge of first-year pre-service teachers at Charles University. Each year from 2021 to 2023, newly enrolled students were tasked with completing tests focused on 2D and 3D geometry, classified according to specific subcomponents of spatial ability. The results show that the students were most successful in planar rotation tasks, with the tasks requiring spatial visualisation proving to be the most challenging. Conceptual misconceptions were identified as a key factor contributing to errors in solving geometric tasks. These findings highlight the need for targeted instruction and training to improve spatial thinking and conceptual understanding in teacher education, with a view to improving the quality of the geometry teaching they provide in the future. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485601 |
| Database: | ERIC |
| Abstract: | Pre-service mathematics teachers often struggle with spatial ability, which negatively affects their success in solving geometric problems. Evaluating and developing these abilities is therefore an essential part of their university education. This paper presents findings from the initial phase of a long-term study focused on assessing the spatial ability and conceptual knowledge of first-year pre-service teachers at Charles University. Each year from 2021 to 2023, newly enrolled students were tasked with completing tests focused on 2D and 3D geometry, classified according to specific subcomponents of spatial ability. The results show that the students were most successful in planar rotation tasks, with the tasks requiring spatial visualisation proving to be the most challenging. Conceptual misconceptions were identified as a key factor contributing to errors in solving geometric tasks. These findings highlight the need for targeted instruction and training to improve spatial thinking and conceptual understanding in teacher education, with a view to improving the quality of the geometry teaching they provide in the future. |
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| ISSN: | 2336-2375 1803-1617 |
