Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/80112 |
Resumo: | This article presents and discusses results from a study investigating the quality of Spatial Geometry academic performance of 9th grade students when they are about to be exposed to more complex concepts, geometric solids, and related problems in curricular learning experiences. Participants were Portuguese public school students. We also collected information about previous mathematics grades and mother’s schooling. A geometry test, a causal attribution to a school achievement test, and two reasoning tests – spatial and mechanical – were applied, and all collected data was statistically analysed and interpreted. To address the different nature of variables, we conducted a hierarchical linear regression. Results suggest that nearly 41% of variance on Spatial Geometry academic performance can be explained by the personal and contextual variables studied. The recommendation to schoolteachers involves designing learning experiences that engage students in spatial reasoning and high-order thinking skills. |
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Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variablesDesempenho académico de alunos de 9º ano na Geometria Espacial: Impacto de variáveis pessoal e de contextoSpatial GeometrySpatial reasoningMechanical reasoningCausal attributionsGeometria EspacialRaciocínio espacialRaciocínio mecânicoAtribuições causaisCiências Sociais::Ciências da EducaçãoThis article presents and discusses results from a study investigating the quality of Spatial Geometry academic performance of 9th grade students when they are about to be exposed to more complex concepts, geometric solids, and related problems in curricular learning experiences. Participants were Portuguese public school students. We also collected information about previous mathematics grades and mother’s schooling. A geometry test, a causal attribution to a school achievement test, and two reasoning tests – spatial and mechanical – were applied, and all collected data was statistically analysed and interpreted. To address the different nature of variables, we conducted a hierarchical linear regression. Results suggest that nearly 41% of variance on Spatial Geometry academic performance can be explained by the personal and contextual variables studied. The recommendation to schoolteachers involves designing learning experiences that engage students in spatial reasoning and high-order thinking skills.Este artigo apresenta e discute os resultados de um estudo que investiga a qualidade do desempenho académico em Geometria Espacial de alunos do 9.º ano, quando estão prestes a ser expostos a conceitos, sólidos geométricos e problemas mais complexos, em experiências escolares de aprendizagem. Os participantes eram alunos de escolas públicas portuguesas. Foram recolhidas informações sobre a classificação escolar em matemática do ano letivo anterior e a escolaridade da mãe. Foram aplicados um teste de geometria, um teste de atribuição causal ao desempenho escolar e dois testes de raciocínio – espacial e mecânico – e todos os dados recolhidos foram analisados e interpretados estatisticamente. Para abordar a diferente natureza das variáveis, foi realizada uma regressão linear hierárquica. Os resultados sugerem que quase 41% da variação no desempenho académico da Geometria Espacial pode ser explicada pelas variáveis pessoais e contextuais estudadas. A recomendação para professores envolve a criação de experiências de aprendizado que envolvam os alunos em raciocínio espacial e habilidades de pensamento de nível mais elevado.(undefined)Universidade Estadual Paulista (UNESP)Universidade do MinhoBrito, LucianaAlmeida, Leandro S.Osório, António José20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/80112engBrito, L. P. D., Almeida, L. S., & Osório, A. J. (2021). Academic Performance of 9 th graders on Spatial Geometry: Impact of personal and contextual variables. Bolema: Boletim de Educação Matemática, 35, 690-707.1980-441510.1590/1980-4415v35n70a07https://www.scielo.br/j/bolema/a/jpLGbB5NPGWGWsbv46G7cyp/?lang=eninfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-23T01:27:50Zoai:repositorium.sdum.uminho.pt:1822/80112Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:50:27.237423Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables Desempenho académico de alunos de 9º ano na Geometria Espacial: Impacto de variáveis pessoal e de contexto |
title |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables |
spellingShingle |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables Brito, Luciana Spatial Geometry Spatial reasoning Mechanical reasoning Causal attributions Geometria Espacial Raciocínio espacial Raciocínio mecânico Atribuições causais Ciências Sociais::Ciências da Educação |
title_short |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables |
title_full |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables |
title_fullStr |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables |
title_full_unstemmed |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables |
title_sort |
Academic performance of 9th graders on Spatial Geometry: impact of personal and contextual variables |
author |
Brito, Luciana |
author_facet |
Brito, Luciana Almeida, Leandro S. Osório, António José |
author_role |
author |
author2 |
Almeida, Leandro S. Osório, António José |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Brito, Luciana Almeida, Leandro S. Osório, António José |
dc.subject.por.fl_str_mv |
Spatial Geometry Spatial reasoning Mechanical reasoning Causal attributions Geometria Espacial Raciocínio espacial Raciocínio mecânico Atribuições causais Ciências Sociais::Ciências da Educação |
topic |
Spatial Geometry Spatial reasoning Mechanical reasoning Causal attributions Geometria Espacial Raciocínio espacial Raciocínio mecânico Atribuições causais Ciências Sociais::Ciências da Educação |
description |
This article presents and discusses results from a study investigating the quality of Spatial Geometry academic performance of 9th grade students when they are about to be exposed to more complex concepts, geometric solids, and related problems in curricular learning experiences. Participants were Portuguese public school students. We also collected information about previous mathematics grades and mother’s schooling. A geometry test, a causal attribution to a school achievement test, and two reasoning tests – spatial and mechanical – were applied, and all collected data was statistically analysed and interpreted. To address the different nature of variables, we conducted a hierarchical linear regression. Results suggest that nearly 41% of variance on Spatial Geometry academic performance can be explained by the personal and contextual variables studied. The recommendation to schoolteachers involves designing learning experiences that engage students in spatial reasoning and high-order thinking skills. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/80112 |
url |
https://hdl.handle.net/1822/80112 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Brito, L. P. D., Almeida, L. S., & Osório, A. J. (2021). Academic Performance of 9 th graders on Spatial Geometry: Impact of personal and contextual variables. Bolema: Boletim de Educação Matemática, 35, 690-707. 1980-4415 10.1590/1980-4415v35n70a07 https://www.scielo.br/j/bolema/a/jpLGbB5NPGWGWsbv46G7cyp/?lang=en |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) |
publisher.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799132272937402368 |