Type of Document	Thesis
Author	Erbilgin, Evrim
URN	etd-09172003-182500
Title	Effects Of Spatial Visualization And Achievement On Student’ Use Of Multiple Representations
Degree	Master of Science
Department	Middle and Secondary Education, Department of
Advisory Committee	Advisor Name Title Maria L. Fernandez Committee Chair Elizabeth M. Jakubowski Committee Member Leslie N. Aspinwall Committee Member
Keywords	Mathematics Education Spatial Ability
Date of Defense	2003-08-02
Availability	unrestricted
Abstract Recently, there has been a growing interest in research on students' use of multiple representations in mathematics education. This study focused on how and achievement affect students' use of multiple representations. The methodology used was case studies. The researcher conducted 16 interviews with four 8th grade students from the same regular mathematics class: one high achieving-high spatial ability, one high achieving-low spatial ability, one low achieving-high spatial ability, and one low achieving-low spatial ability. The students were asked linear equation and function problems requiring the use of different representations. Additionally, the mathematics class was observed for 7 hours. The Wheatley Spatial Ability test was applied to the class of 8th graders to determine the spatial ability levels of the students. The students’ achievement levels were determined from students’ Florida Comprehensive Assessment Test scores, linear equation class exam scores, and consultation with the teacher. The findings suggest that both achievement and spatial visualization has effects on students’ use of multiple representations.
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