ISSN Print: 1072-8325
ISSN Online: 1940-431X
Volume 25, 2019
Volume 24, 2018
Volume 23, 2017
Volume 22, 2016
Volume 21, 2015
Volume 20, 2014
Volume 19, 2013
Volume 18, 2012
Volume 17, 2011
Volume 16, 2010
Volume 15, 2009
Volume 14, 2008
Volume 13, 2007
Volume 12, 2006
Volume 11, 2005
Volume 10, 2004
Volume 9, 2003
Volume 8, 2002
Volume 7, 2001
Volume 6, 2000
Volume 5, 1999
Volume 4, 1998
Volume 3, 1997
Volume 2, 1995
Volume 1, 1994
Journal of Women and Minorities in Science and Engineering
PREPARING FOR STEM: IMPACT OF SPATIAL VISUALIZATION TRAINING ON MIDDLE SCHOOL MATH PERFORMANCE
Sheryl A. Sorby
University of Cincinnati, Cincinnati, OH
Michigan Technological University, Houghton, MI 49931
The ability to visualize in three-dimensions has been shown to be critical to success in engineering and in mathematics. Unfortunately of all cognitive process, spatial visualization exhibits some of the most robust gender difference, favoring males. Poorly developed spatial skills among women and girls could be a hindrance as we strive to diversify engineering. A course for developing 3D spatial skills has been implemented at the university level with promising results. A spatial skills curriculum was implemented in 7th grade mathematics at a low-performing school in rural Colorado. Student outcomes on standardized mathematics tests, including the statewide assessment and a local diagnostic test for 9th grade math placement were examined for student participants as well as for a comparison group. The students who participated in the spatial skills training in 7th grade performed better on both the statewide mathematics assessment as well as on the local placement test for 9th grade mathematics. The improvements in mathematics performance were particularly strong for the girls in the study.
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