The effects of origami lessons on students' spatial visualization skills and achievement levels in a seventh -grade mathematics classroom.

摘要

Spatial ability is recognized as an important skill in a child's mathematical repertoire (NCTM, 2000). With the potential impact this skill can have on a child's mathematical achievement level (Smith, 1964), researchers have sought to improve the spatial skills of children through training.;The purpose of this study was to explore the potential of spatial-based training to improve students' spatial abilities through the use of Origami-mathematics lessons. Origami, though a commonly used instructional tool recognized for its connection to spatial ability and mathematics (Cornelius & Tubis, 2003; Franco, 1999; Pearl, 1994; Tubis; 2004a), has yet to be utilized in research as a method for improving children's spatial skills. To determine Origami-mathematics lessons impact on spatial ability, twelve Origami lessons were designed and infused within a month-long geometry unit of a mathematics course. Using a group of seventh-grade students, one set of students received traditional instruction while the other set of students received traditional instruction in addition to a collection of Origami lessons. Mathematics achievement and spatial abilities, specifically visualization, were assessed by means of pre- and post-tests administered prior to the start of the geometry unit and at the conclusion of the unit. A 2 (group) x 2 (gender) factorial design was then used to analyze data gathered.;Analyses of Covariance were calculated for each of the three spatial tests and the mathematics achievement tests. For spatial abilities, a significant interaction was found between group and gender for the Card Rotation Test with males that received treatment showing increased gains while females of the same group showed a decrease in their spatial skills. The Paper Folding Test results only approached significance for the interaction of group and gender. The Surface Development Test and Mathematics Achievement Test revealed no significant interactions of group and gender or by group or gender independently. Though results were inconsistent, Origami-mathematics lessons blended within traditional instruction were shown to be as beneficial as traditional instruction in terms of mathematics achievement. In addition, spatial skills could be affected through Origami training though future studies must take into consideration the gender and spatial test differences that were found.