Sex Related Differences In Spatial Ability , Mental Imagery And Concept Achievement In Geometry ( Polygon ) amongst Formal Operations Stage Pupils Of Aden Governorate (Yemen )

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Sex Related Differences In Spatial Ability , Mental Imagery And Concept Achievement In Geometry ( Polygon ) amongst Formal Operations Stage Pupils Of Aden Governorate (Yemen )

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Title: Sex Related Differences In Spatial Ability , Mental Imagery And Concept Achievement In Geometry ( Polygon ) amongst Formal Operations Stage Pupils Of Aden Governorate (Yemen )
Author: Abaade, Mahyoob M. A. [مهيوب محمد علي عباد]
Abstract: Numerous authorities of investigators and educationists attracted to the Piagetian theory of cognitive development among children. Most studies were to find out relations of Piaget's Concepts of space and mental imagery acquired spontaneously with mathematics concepts acquired through formal constructions as well as to reveal other relations on sex-related differences for pupils who were going through Piagetian final stage formal Operations of cognitive development. This work and its results encouraged the present investigator to do and reveal that for the Yemen pupils. The investigator administered three tests in space, mental imagery concepts and geometry concepts (Polygon) for 728 pupil's ( 380 male and 348 female ) of co-education schools in Aden Governorate (Yemen ) were in the Piagetian formal operations stage The result statistically confirmed no significant differences were found between boys and girls in each of the three tests at the formal operations stage. Introduction Majority of psychologists investigating cognitive development among children, especially piagetians, hold that concepts are formed spontaneously in the child not only through the pre-school stage but also during the stage of schooling as well. The kind of concepts that a child acquires through the spontaneous efforts during the active involvement and interaction with the world may therefore be identified as basic or fundamental concepts (e.g. concepts of space). While the level of conceptual maturation of the child by assessing the level of acquisition of these basic concepts and identifying its relationship with the level of concepts acquired in specifically designed teaching - learning situations (e. g. concepts of geometry), we may well arrive at such an understanding that can help us to put the two kinds of concepts in consonance with each other. As concepts of space including mental imagery are formed gradually and spontaneously through interaction in the world around, these concepts would be the basic concepts, while on the other hand, geometrical concepts, are acquired
URI: http://hdl.handle.net/10576/8277
Date: 1998

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