The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils…

The teaching and learning fractions is one of the most problematic areas in primary school mathematics. A large number of studies have engaged paper-and-pencil test to measure students' instrumental understanding about fractions but few have sought to learn about children's fraction sense. This paper reports a study that investigated fraction…

This study aims at determining to what extent visuals contribute to success in non-routine problem solving process and what types of errors are made when solving with visuals. Comparative model was utilized for identifying the effect of visuals on student achievement, and clinical interview technique was used to determine the types of errors. In…

Gifted students with spatial strengths have areas of remarkable talent but are often overlooked, underidentified, and underserved in American schools. Their preference for learning through imagistic reasoning conflicts with traditional verbal instructional techniques typically used in schools. To better serve these students who have the potential…

This article describes a teacher and class as they discover that their reading comprehension strategies cross over into mathematical problem solving. The students practice using visualization techniques to improve their understanding of word problems. (Contains 5 figures.)