Students’ Spatial Abilities, Attitudes Towards Geometry and Van Hiele Geometric Thinking Levels

Abstract

The aim of this study was to investigate the relationships between eighth grade students’ spatial abilities, attitudes towards geometry and Van Hiele geometric thinking levels. We conducted the study using exploratory correlational research model with 429 students. The students’ spatial ability and attitudes towards geometry were moderate, and their Van Hiele geometric thinking levels were extremely low. We discovered that the students’ spatial ability scores and Van Hiele geometric thinking levels differed depending on their pre-school attendance status and did not differ according to their gender, and that their attitudes towards geometry were independent from gender and pre-school attendance status. The students’ spatial abilities and Van Hiele geometric thinking levels were positively associated with their attitudes towards geometry.