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: | http://hdl.handle.net/20.500.11960/3016 |
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 variablesSpatial GeometrySpatial reasoningMechanical reasoningCausal attributionsGeometria espacialRaciocínio espacialRaciocínio mecânicoAtribuições causaisThis 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.2022-12-20T13:10:16Z2021-01-01T00:00:00Z20212022-12-19T17:24:43Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/20.500.11960/3016eng1980-441510.1590/1980-4415v35n70a07Brito, LucianaAlmeida, Leandro SilvaOsório, António Joséinfo: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:RCAAP2023-03-21T14:45:31Zoai:repositorio.ipvc.pt:20.500.11960/3016Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:44:57.037959Repositório 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 |
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 |
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 Silva Osório, António José |
author_role |
author |
author2 |
Almeida, Leandro Silva Osório, António José |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Brito, Luciana Almeida, Leandro Silva 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 |
topic |
Spatial Geometry Spatial reasoning Mechanical reasoning Causal attributions Geometria espacial Raciocínio espacial Raciocínio mecânico Atribuições causais |
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 |
2021-01-01T00:00:00Z 2021 2022-12-20T13:10:16Z 2022-12-19T17:24:43Z |
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 |
http://hdl.handle.net/20.500.11960/3016 |
url |
http://hdl.handle.net/20.500.11960/3016 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1980-4415 10.1590/1980-4415v35n70a07 |
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.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 |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131534801764352 |