This master’s thesis defines spatial ability as the ability to mentally represent and manipulate
geometric solids in space. The development of spatial ability plays a crucial role in mathematics
education, particularly in spatial geometry, where a clear understanding of spatial concepts is
essential for successful learning. Researchers describe spatial ability as a construct composed
of several categories. This thesis draws on Maier’s classification (in Květon et al., 2014), which
distinguishes five categories of spatial ability: spatial visualization, mental rotation, spatial
relation, spatial orientation, and spatial perception. When solving problems, these categories
often overlap and interact. In geometric problem-solving, the ability of spatial visualization
frequently intertwines with other categories; therefore, this thesis provides a specific definition
and discussion of spatial visualization.
Various theories address the development of spatial ability, among which Piaget’s and van
Hiele’s theories are the most prominent. According to Piaget, spatial ability develops gradually
and is closely linked to a child’s general cognitive development. He proposed that transitions
between stages of spatial development are determined by maturation. In contrast, the van Hiele
theory of spatial development comprises five hierarchical levels, where progression to a higher
level occurs only after the learner has achieved sufficient understanding of the previous one.
Given the importance of spatial ability in mathematics, this thesis explains its role and outlines
strategies through which teachers can encourage its development in students. Appropriate
didactic tools play a key role in this process. In teaching spatial geometry, teachers often use
physical models of geometric solids that allow students to concretely perceive spatial
properties. Students also encounter other forms of representation, such as drawings and sketches
of geometric solids in textbooks and worksheets.
In contemporary education, information and communication technologies play an increasingly
important role. This thesis presents the GeoGebra 3D software as a teaching aid for spatial
geometry instruction. It discusses which curriculum topics can be effectively addressed using
GeoGebra 3D and demonstrates how teachers can meaningfully integrate the program into
ninth-grade spatial geometry lessons in primary school.
The empirical part of the thesis focuses on examining the effects of using GeoGebra 3D on the
development of students’ spatial ability. It investigates whether teaching spatial geometry with
the explicit aim of developing spatial ability is more effective when using GeoGebra 3D than
without it. Furthermore, it explores whether the use of GeoGebra 3D affects students’ spatial
ability equally, regardless of their academic achievement or gender. The findings provide
insight into the effectiveness of GeoGebra 3D in fostering spatial ability and contribute to
developing guidelines for its use in teaching spatial geometry, potentially improving the quality
of spatial geometry instruction in primary education.
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