In this paper, the relationship between a Mental Rotations Test (MRT) and descriptive geometry education was discussed. The relation between the scores in the MRT and the scores in the term-end tests on descriptive geometry was statistically analyzed. Scores in the MRT have some correlations with the ability to make three-view orthographic drawings from three-dimensional objects and to solve application problems. The analysis of the relation between the scores in the MRT and acquiring credit in descriptive geometry was also conducted. Students with extremely poor MRT scores are likely to fail to complete descriptive geometry courses. Comparisons of MRT scores prior to and after descriptive geometry courses were made. The spatial ability evaluated by the MRT cannot be enhanced through descriptive geometry education.
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