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Author ORCID Identifier

https://orcid.org/0000-0001-5483-7541

Document Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Degree Program

Education (also CAGS)

Year Degree Awarded

2020

Month Degree Awarded

May

First Advisor

Joseph Berger

Second Advisor

Claire Hamilton

Third Advisor

Ahmed Ghoniem

Subject Categories

Science and Mathematics Education

Abstract

Problem-solving is one of the standards of mathematics processes developed by the National Council of Teachers of Mathematics. Many research studies indicated that there was a relationship between mathematics achievement and spatial visualization skills. But the research results still didn’t indicate whether or not there was a causal mediation relationship between the achievement of learning-and-practicing three-dimensional geometry and mathematical problem-solving skills mediated by spatial visualization skills. Therefore, it’s still necessary for us to specifically investigate whether or not spatial visualization skills can be a medial factor between the increase of mathematical problem-solving skills and the effects of learning and practicing three-dimensional geometry.

For effectively increasing mathematical problem-solving skills and enhancing spatial visualization skills through learning and practicing three-dimensional geometry, we need an effective tool. And for investigating which tool was effective for learning and practicing three-dimensional geometry, experimental research was conducted at one of the prestigious public senior high schools in Indonesia. This experimentation applied Cabri 3D (dynamic geometry software) for the treatment group and traditional tools (non-dynamic geometry software) for the control group. The results of this experimental research indicated that both kinds of tools were significantly able to develop and enhance students’ spatial visualization skills, but with different effect sizes. The effect size in the treatment group was bigger than the effect size in the control group. The students in the treatment group outperformed the students in the control group in spatial visualization skills and mathematical problem-solving skills.

Further investigation was to investigate the causal mediation relationship between achievement in learning-and-practicing three-dimensional geometry with Cabri 3D and mathematical problem-solving skills mediated by spatial visualization skills. Mediation analysis in this research indicated that there was a significant indirect effect between achievement in learning-and-practicing three-dimensional geometry with Cabri 3D and the increase of mathematical problem-solving skills mediated by the enhanced spatial visualization skills. This experimental research was then completed with questionnaires (students’ feedback).

The conclusions of this experimental research are Cabri 3D (dynamic geometry software) is an effective tool for learning and practicing three-dimensional geometry, developing and enhancing spatial visualization skills, and indirectly increasing mathematical problem-solving skills.

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