Geometric thinking and understanding in low and high spatial abled teachers

Also, the teacher’s spatial ability, either low or high influences the thinking and understanding of geometric concepts by math’s students. The spatial ability of the teacher, therefore, involves both generating, skill of retention, retrieving and the transformation of visual images all into two ways; orientation and visualization. It is through the two geometry teaching models that teachers use to create a potential improvement among learners in both mathematical and pedagogy study areas. Firstly, the level of the teacher’s expertise in any model or both the teaching model will influence learners’ geometric understanding and thinking. For example, Mayberry’s research on the geometric teaching models reveals that having a fixed sequence property of van Hiele geometry model by a teacher would distribute the same level of knowledge and thinking to the learners in a geometry learning session.

Finally, the ethnicity of the teachers, as well as the teaching environment that would align with the level of spatial ability of the teacher, would ensure the difference in understanding and thinking concepts among geometric learning students. For example, an earlier research shows the lagging of mathematical achievements among US students as compared to other students internationally (Villiers, pg. This is because ethnicity plays a significant role in the type of spatial ability that the specific people have and will use in understanding and thinking in mathematical courses. This is because some ethnic groups may contain people with using only spatial orientation in their studies while others use both the types, spatial orientation, and spatial visualization into ensuring learners apply the concepts in solving geometric problems.