Mental rotation ability in relation to self-perceptions of high school geometry

• Published in: Learning and individual differences 2014-02, Vol.30, p.58-63
• Main Authors: Weckbacher, Lisa Marie, Okamoto, Yukari
• Format: Article
• Language: English
• Subjects: Geometry; Mathematical self-perceptions; Mental rotation ability; Spatial thinking; STEM
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2013.10.007

The study examined relations among mental rotation ability, mathematics achievement and mathematical self-perceptions among 113 high school students. Each participant completed a mental rotations test, an assessment of self-perceptions of geometry and self-perceptions of algebra. Geometry and algebra grades along with a standardized geometry test were used as measures of mathematics achievement. Significant relations emerged between mental rotation and both geometry grades and the standardized geometry measure; no significant relation emerged between mental rotation and algebra grades. A significant relation also emerged between mental rotation and self-perceptions of doing well in geometry and algebra, but not between mental rotation and self-perceptions of either liking geometry or algebra. Implications pertaining to the improvement of spatial thinking as they relate to encouraging students' interests in mathematical and scientific careers are addressed. •Mental rotation positively related to achievement in geometry but not algebra.•Mental rotation positively related to self-perceptions of doing well in geometry.•Mental rotation was unrelated to self-perceptions of liking geometry.•Mental rotation was unrelated to self-perceptions of doing well or liking algebra.•Perceptions of doing well and liking geometry favored males over females.