6 th International Conference on Applied Informatics
Eger, Hungary, January 2731, 2004.
How can we improve the spatial intelligence?
L
aszl
o Aszal
os1 , M
aria Bak
o2
1
Institute of Informatics, University of Debrecen
e-mail: aszalos@[Link]
2
Fazekas Mih
aly Secondary School, Debrecen
Abstract
H. Gardner introduced the idea of multiple intelligence. One type of these intelligences is the spatial intelligenc. P. H. Maier in his thesis distinguished five elements
of the spatial intelligence: spatial perception, visualization, mental rotation, spatial
relation, and spatial orientation. Maier showed a modular construction system of
polyhedrons, and different activities to improve the students spatial abilities using
these polyhedrons. Our aim is the students can work without actual models, just
imaging the solids. To reach this level we prepared for our student several programs
to generate different kinds of spatial problems, and correct their answers. Our experiments show by using these programs the students results are getting better and
better, so we can improve their spatial intelligence. In this paper we introduce our
programs and our experimental results.
Key Words and Phrases: Spatial geometry, multiple intelligence
Introduction
In elementary and in secondary school mathematics one of the most difficult parts is
geometry. While in analysis and in algebra there are algorithms, in geometry there
are no algorithms. The students can easily learn the solving method of the second order
polinoms, and they can apply them later for any problem reducible to solving of this kind
polinoms. In geometry there are no solving methods, the students need to construct
a new proof different from the previous proofs. Several researchers [3, 5] in different
articles suggested us to use Dynamic Geometry Systems (DGS) to teach geometry. Lot
of experiments proves that it is a good idea. But we cannot apply it always. The most
difficult part of geometry is the spatial geometry. The well-known DGS, namely Cabri
and Geometers Sketchpad are two dimensional. There are some three dimensional DGS,
too, but the Cabri 3D Java in development, and in the GeospaceW we cannot rotate
object freely. The most problematic issue is the following: the computer screen is two
dimensional. So if we picture on it three dimensional objects, we lose information, and as
the experiment [2] shows, lot of student treats these pictures as two dimensional figures.
For example on figure 1 we connected vertex A and the midpoint B of an edge with a
line. Some of students believe that this line segment touch two other edges in points M
and N . These students cannot read this picture. We need to teach them how they can
1
Aszalos, L., Bako, M.: How can we improve the spatial intelligence?
understand it, and how they can create a mental image of it in their mind. In this article
we show how we can improve the students spatial abilities using computer programs.
A
M
N
B
Figure 1. An example for problem of comprehension.
The structure of the paper is the following: in section 2 we show the elements of spatial
intelligence. Next we introduce our computer programs which can improve the students
spatial abilities. In section 4 we discuss our experiments and result, and finally we
conclude.
Elements of spatial intelligence
In the eighties Howard Gardner introduced the concept of multiple intelligence[4]. The
theory of multiple intelligence challenges the traditional view of intelligence as a unitary
capacity that can be adequately measured by IQ tests. Instead, this theory defines
intelligence as an ability to solve problems or create products that are valued in at least
one culture. These intelligences are:
visual/spatial intelligence
musical intelligence
verbal intelligence
logical/mathematical intelligence
interpersonal intelligence
intrapersonal intelligence
bodily/kinesthetic intelligence
naturalist intelligence
Dr. Gardner says that our schools and culture focus most of their attention on linguistic
and logical-mathematical intelligence. To solve spatial geometric problems we need visual/spatial intelligence. Several author examined this ability. Peter Herbert Maier in his
papers distinguishes five elements of spatial intelligence. He wrote that based on psychological research findings, all five elements of spatial ability have to be specifically trained.
Maier introduced a modular construction system based on the traditional system where
polygons were joined with rubber bands. He used real models, because his experiments
Aszalos, L., Bako, M.: How can we improve the spatial intelligence?
have shown that experiments with solid models are extremely successful. With these
models he introduced activities for all elements of spatial abilities. These elements are
the following: spatial perception, visualization, mental rotation, spatial relations and the
spatial orientation.
Spatial perception tests require the location of the horizontal or the vertical in spite
of distracting information. Horizontality is measured by water-level tasks, that ask
person to draw or identify a horizontal line into a tilted glass. On figure 2 in the first
row you can find a typical example of this kind of test.
Figure 2. Traditional tests.
The visualization comprises the ability to visualize a configuration in which there are a
movement or displacement among parts of configuration. On figure 2 in the second row
on the left there is a tetrahedron. You need to find which nets belong to this tetrahedron.
Mental rotation involves the ability to rapidly and accurately rotate a two or three
dimensional figure. On figure 2 in the third row you need to find the identical bodies.
Spatial relation means the ability to comprehend the spatial configuration of objects
or parts of an object and their relation to each other. Figure 2 in the fourth row shows
cubes with a different design on each face. You need to find out, whether the drawings
could represent the same cube, or the cubes are necessarily different.
The spatial orientation tests require a persons own orientation in any particular
spatial situation. To solve the last problem on figure 2 you need to pair cameras and
figures on right according to the leftmost figure.
Computer programs
Meiers method is ideal to introduce some knowledge, but too expensive to practice it.
It needs a lot of models if the students work individually, and takes a lot of time of the
teacher to follow the improvement of the students. In this situation the computer aided
education could help the teachers, but we have no suitable programs. Hence the authors
wrote some program to show that it is not so hard to develop such programs, and we
take experiments to prove that these programs are useful.
For spatial perception we didnt make tests. We believe that for this element the
traditional rod and frame or the water level tests are sufficient. On the computer
screen the vertical and the horizontal lines are parallel with the edges of the screen, so
to solve these kinds of tests on computer are trivial tasks.
Aszalos, L., Bako, M.: How can we improve the spatial intelligence?
For all other elements we made tests. In each test the students get seven problems.
If he/she solves all of them, he/she can continue on the next level. For each element we
implemented three levels of problems.
At the first and second level at visualization of each problem the computer shows five
purple and four numbered squares. You need to find out with which numbered square
with the purple squares make a net of a cube. A similar picture is on figure 3.
1
3
2
4
Figure 3. Complete the net of the cube!
At third level there is a closed line on the cube like on figure 4.
Figure 4. There is a closed line on the surface of the cube.
The problems show a net of this cube, but the direction of one face is wrong, like on
figure 5. Which face is it?
Figure 5. Which square need to rotate to get a net of the cube on figure 4?
At mental rotation the users need to rotate a cube in their mind. At the first level we
need to rotate around axis like IJ (figure 6), at the second level around axis like KL, and
at the third level around axis like AG. Which vertex gets to the place of vertex D?
Aszalos, L., Bako, M.: How can we improve the spatial intelligence?
K
D
C
I
E
H
Figure 6. Mental rotation test.
At spatial relation tests we have two nets of the same cube. The second net is not
finished, the student need to finish the coloring. At first level the shape of the nets are
the same (figure 7), at the second level the shape is different,
1 2
3
4
Figure 7. First level spatial relation test.
and at the third level the faces have orientation (figure 8); hence these tests are very
difficult.
1 2
3
4 5
Figure 8. Third level spatial relation test.
At spatial relation a beetle roams on the surface of a cube. At the first and the second
level the beetle roams on the edges (figure 8). At the third level the beetle goes from
center of a face to center of adjacent face (figure 9).
Aszalos, L., Bako, M.: How can we improve the spatial intelligence?
A
D
B
C
E
H
F
G
Figure 8. Walking on the edges on the cube.
In each test we have a list of movements, for example the beetle at first goes along over
the edge, turns left, goes along over the edge and stops. The students need to find the
vertex where the beetle stopped.
Figure 9. Walking on the surface on the cube.
Discussion
The programs generating the tests were written in Javascript and were embedded in
the source of the HTML pages, as well the routines of checking. On the server a Perl
program runs which collects the students results and sends it in email to the authors
and moreover creates a HTML page for the student which contains the correct solution
for the wrong answers. With a minor modification of the source of the HTML page
there is no need to use servers with Perl programs, so the programs could be installed
everywhere.
If the student gave only good answers, then the Perl program generates a HTML page
with congratulation, otherwise the program generates a HTML page where the student
can examine the wrong answers and the solutions. Next the student continues with tests
of the same level. At different problems the number of different examples is varying
from 72 to 1011 , so the students seldom need to solve the same problem. Hence the
memorization of previous solutions or copying the others solutions doesnt help here,
nor does the fortune, because the student need to solve all the problems, so his/her
chance is at least 1 to 3105 , therefore he really needs to solve the problems.
In our opinion the tests of the mental rotation are the easiest. Hence we made
experiments about this element of spatial intelligence in France and in Hungary [1].
69 students took part in experiments in the school-year 2002-2003. The students were
different (from mathematics faculty, from human faculty), and the results were different,
Aszalos, L., Bako, M.: How can we improve the spatial intelligence?
but the tendency was the same: the number of errors decreased. So we could improve
the mental rotation ability. When we asked the students, the majority said they liked
this kind of lessons with this computer program.
To use the other programs to improve the other elements of the spatial intelligence
the students need to practice the concepts with real models. The problems implemented
here are difficult. Sometimes the authors need to cheat to check the programs quickly,
because for example to solve one example of spatial relation at the third level takes two
or three minutes and there are seven examples on one page. The problems are more
difficult, so 45 minutes are not enough to the students, to pass all three levels of one
element, but we believe, that the corresponding ability can be improved. Everybody can
test his/her own abilities via HTML page [Link]
Conclusion
In this article we gave a little summary of problems of teaching spatial geometry. Next
we introduced the multiple intelligence, and the elements of spatial intelligence. We
showed some traditional tests and new ones which were implemented by authors. The
results of the experiments show that the students result are getting better and better,
moreover the students like to use computer programs to study spatial geometry. We
believe that the experiments based on the other programs could give a similar result, so
the visual/spatial intelligence can be improved with these kind of computer programs.
References
[1] M. Bak
o, Rotation mentale et ordinateur, submitted to Teaching Mathematics and Computer Science, Debrecen, 2003
[2] C. Bayart, C. Gos, C. Hindelang, M.A. Keyling, C. Mathern, M. Ortlieb, J.C. Rauscher et
G. Roesch, Voir et raisoner: a la conquete de lespace au college, Reperes IREM, 33, 2000
[3] R. Cuppens, Avec Cabri-Gometre II, jouez. . . et faites de la gomtrie, APMEP, Paris, 2000
[4] H. Gardner, Multiple Intelligences: The theory in practice, New York, Basic Books, 1993
[5] K. Jones. Student interpretations of dinamic geometry environment. In Inge Schwank, editor,
European Research in Mathematics Education, Osnabrueck, 1999, 245-258.
[6] Peter H. Maier, Spatial geometry and spatial ability How to make solid geometry solid? In
E. Cohors-Fresenborg, H .Maier, K .Reiss, G. Toerner, and H.-G. Weigand, editors, Selected
Papers from the Annual Conference of Didactics of Mathematics 1996. Osnabrueck, 1998,
63-75.
Postal addresses
L
aszl
o Aszal
os
Institute of Informatics,
University of Debrecen
Debrecen 4010, [Link] 12
Hungary
M
aria Bak
o
Fazekas Mihly Secondary School
Debrecen 4025, Hatvan u. 44.
Hungary