Cognitive Strategies in Mental Rotation and Mathematical Word Problems.

It has been hypothesized that differences in mathematical word problems are the result of differences in spatial skill. Why complex spatial abilities are needed for an individual to represent the relatively simple spatial relations in word problems is not clear. It is possible that a third variable, cognitive strategy preferences, may partially explain the relation between mental rotation and mathematical problem solving. In this study, cognitive strategy was not found to play a role in the relation between mental rotation and math word problem performance. Other variables that might mediate the relationship are discussed, including the effect of gender stereotypes on spatial and mathematical activity levels. (Author) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Cognitive Strategies in Mental Rotation and Mathematical Word Problems PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS B EN GRANTED BY 0A-Nit TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Carol Patrick, Ph.D. and Amy Claxton, Ph.D. Fort Hays State.University Hays, KS A poster presented at the annual meeting of the American Psychological Association, August 1998 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as ived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract It has been hypothesized that differences in mathematical word problems are the result of differences in spatial skill. Why complex spatial abilities are needed for an individual to represent the relatively simple spatial relations in word problems is not clear. It is possible that a third variable, cognitive strategy preferences, may partially explain the relation between mental rotation and mathematical problem solving. In this study, cognitive strategy was not found to play a role in the relation between mental rotation and math word problem performance. Other variables that might mediate the relationship are discussed, including the effect of gender stereotypes on spatial and mathematical activity levels. Introduction Gender differences, favoring males, have consistently been found in both mental rotation, a type of spatial skill, and mathematical word problem solving (Benbow, 1988; Hyde, Fennema & Lamon, 1990). There appears to be a strong relationship between the two; covarying mental rotation scores out of the equation has been found to eliminate gender differences in mathematical problem solving (Casey, Winner, Brabeck, & Sullivan, 1989). It has been hypothesized that gender differences in mathematical reasoning are the result of differences in spatial skills. However, just because the two are related does not mean that one causes the other. Why the complex spatial ability involved in 3-dimensional mental rotation is needed to perform the relatiVely easy spatial diagraming used in word problems is not Clear. It is possible that a third variable may be partially able to explain both gender differences in mental rotation and mathematical problem solving. A candidate for such a variable is cognitive strategy preferences.