Tracy Logan

Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students.

This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial maneuvers and task representations that middle-school students may encounter in mathematics and Science, Technology, Engineering and Mathematics (STEM)-related subjects. The instrument was administered to 430 students. Initially, a set of 15 items were devised for each of the three spatial constructs and the 45 items were eventually reduced to 30 items on the basis of factor analysis. The three underpinning factors accounted for 43% of variance. An internal reliability value of .845 was obtained. Subsequent Rasch analysis revealed appropriate item difficulty fit across each of the constructs. The three constructs of the SRI correlated significantly with existing well-established psychological instruments: for mental rotation (.71), spatial orientation (.41), and spatial visualization (.66). The psychometric characteristics of SRI substantiate the use of this measurement tool for research and pedagogical purposes.

Visuospatial training improves elementary students’ mathematics performance

BACKGROUNDnAlthough spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance.nnnAIMSnThis study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students (1) spatial reasoning and (2) mathematics performance as a result of the intervention.nnnSAMPLEnThe study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (nxa0=xa0120) and three non-intervention control classes (nxa0=xa066).nnnMETHODSnA specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20xa0hr of activities aimed at enhancing students spatial visualization, mental rotation, and spatial orientation skills.nnnRESULTSnThe spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction.nnnCONCLUSIONSnOur study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students mathematics performance.

Assessment Beyond All

This is the first time a chapter has been dedicated solely to assessment in MERGAs four yearly review. This fact, and the emerging status of assessment in Australias educational research domain, dictates the structure and nature of the chapter. In previous reviews, assessment (as a process) was classified within student performance in the classroom and reflections on teachers practices. Consequently, research about assessment was distributed across content chapters. However, we anticipate that such a chapter will have prominence in reviews to come. Indeed, Callinghams (2011b) keynote paper from the 34th annual MERGA conference argued for a need to re-assess mathematics assessment and to reconsider the purpose, nature and use of assessment information (p. 3). Hence, a chapter in this review is timely.

Gender perspectives on spatial tasks in a national assessment: a secondary data analysis

ABSTRACT Most large-scale summative assessments present results in terms of cumulative scores. Although such descriptions can provide insights into general trends over time, they do not provide detail of how students solved the tasks. Less restrictive access to raw data from these summative assessments has occurred in recent years, resulting in opportunities for data to be analysed at a deeper level. This article examines longitudinal data on students’ performance on spatial numeracy tasks, with a specific focus on gender differences. Using an adapted Knowledge Discovery in Data (KDD) research design, data from a nationally-representative cohort were analysed over a five-year period. Results highlighted distinct differences in how males and females processed many of the spatial tasks. The opportunity to analyse summative assessment instruments at a deeper level offers more scope for worthwhile curriculum and classroom implications.

Digital Games and Mathematics Learning: The State of Play

This chapter examines the spread and involvement of digital games in mathematics learning over the last 5 years (from 2009 to 2013) in English-speaking countries. It examines the patterns and trends that are emerging in an industry that has increasing social influence. This chapter is less about the advantages and disadvantages of digital games and their impact on mathematics learning, and more about present influences and trends—that is, what is actually happening in the world of digital games? What is trending? What technology is being taken up? Are teachers actually using digital games to enhance learning in the classroom, and if so, how? The chapter will become an historical transcript quite quickly, and thus will serve as a reference point for future trends and innovations.

Facebook as a mechanism for informal teacher professional learning in Indonesia

ABSTRACT This study investigated the use of Facebook as a medium for, and process of, teachers’ informal professional learning regarding mathematical and pedagogical knowledge. Facebook responses to four inter-related posts about mathematics examples from Facebook users (N = 117) were captured and systematically analysed using content analysis. The data were examined through the lens of the five characteristics of the Effective Professional Development framework. The results identified different types of responses to the four Facebook posts including the opening of learning opportunities, rich mathematical and pedagogical discussions, respondents’ appreciations and direct impacts of the posts, as well as the acknowledgement of the misalignment between the proposed ideas and current teaching practices in Indonesia. These responses provided evidence that all five characteristics of the framework were apparent and highlighted the role of Facebook in supporting teacher informal professional learning within the Indonesian context. The limitations of such social networking-based research and implications for teacher professional development are provided.

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

ABSTRACT This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watsons analytical tool (2007), students’ engagement was captured from what the participants’ did or said mathematically. We found that teachers’ enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

Reflections on the MERGA research review 2008-2011: Taking stock

This chapter reflects on mathematics education research in Australasia as it was represented in the review immediately preceding the current volume—Research in Mathematics Education in Australasia 2008–2011. It is written by the editors of the earlier review at the invitation of the editors of the current review. In recognition of government policy reforms in Australasian countries, the chapter is structured around five of these major reforms: early childhood reform; national curricula ; national and international assessment; teacher accreditation; and closing the gap. The chapter looks back at the previous review and forward to prospective mathematics education research through the lenses of these reforms. It considers the implications of the reforms on mathematics education and endeavours to stimulate mathematics education researchers to work on the major challenges created by the reforms. In looking forward to the new review of mathematics education research, the chapter highlights some of the areas of mathematics education research which may prove fruitful to researchers and helpful to individuals, families, communities and societies throughout Australasia.