The relationship between spatial reasoning and geometric reasoning in teachers

Khin Mimi Kyaw; Tibor Vidákovich

doi:10.29333/ejmste/16718

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Khin Mimi Kyaw ¹ ^* , Tibor Vidákovich ²

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¹ Doctoral School of Education, University of Szeged, Szeged, HUNGARY² Institute of Education, University of Szeged, Szeged, HUNGARY^* Corresponding Author

Abstract

This study assessed the spatial and geometric reasoning skills of primary school teachers and examined the relationship between these constructs. Participants were enrolled in a B.Ed. distance program at an education degree college in Myanmar. Results showed that male teachers outperformed females on the mental rotation test, though no significant gender differences were found in geometric reasoning. Younger teachers (aged 25-30) scored higher than older teachers (aged 46-55) in the geometric reasoning test. Teachers with mathematics and chemistry degrees performed better than those from other disciplines. Teachers struggled with tasks involving nets, three-dimensional (3D) shapes representation, rotations, and folding/unfolding solids. A moderate positive correlation (r = 0.47) was found between spatial and geometric reasoning. Matching edges and faces of 3D solids and measurement tasks were strong predictors of teachers’ spatial reasoning. The findings imply that the teachers need to be sufficiently engaged in spatial reasoning activities.

Keywords

spatial reasoning
mental rotation skills
geometric reasoning
primary school teachers

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 8, August 2025, Article No: em2684

https://doi.org/10.29333/ejmste/16718

Publication date: 01 Aug 2025

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Article Downloads: 442

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How to cite this article

APA

Kyaw, K. M., & Vidákovich, T. (2025). The relationship between spatial reasoning and geometric reasoning in teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(8), em2684. https://doi.org/10.29333/ejmste/16718

Vancouver

Kyaw KM, Vidákovich T. The relationship between spatial reasoning and geometric reasoning in teachers. EURASIA J Math Sci Tech Ed. 2025;21(8):em2684. https://doi.org/10.29333/ejmste/16718

AMA

Kyaw KM, Vidákovich T. The relationship between spatial reasoning and geometric reasoning in teachers. EURASIA J Math Sci Tech Ed. 2025;21(8), em2684. https://doi.org/10.29333/ejmste/16718

Chicago

Kyaw, Khin Mimi, and Tibor Vidákovich. "The relationship between spatial reasoning and geometric reasoning in teachers". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 8 (2025): em2684. https://doi.org/10.29333/ejmste/16718

Harvard

Kyaw, K. M., and Vidákovich, T. (2025). The relationship between spatial reasoning and geometric reasoning in teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(8), em2684. https://doi.org/10.29333/ejmste/16718

MLA

Kyaw, Khin Mimi et al. "The relationship between spatial reasoning and geometric reasoning in teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 8, 2025, em2684. https://doi.org/10.29333/ejmste/16718