Spatial visualisation and cognitive style: How do gender differences play out?

Ajay RAMFUL, Thomas LOWRIE

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    This study investigated potential gender differences in a sample of 807 Year 6 Singaporean
    students in relation to two variables: spatial visualisation ability and cognitive style. In
    contrast to the general trend, overall there were no significant gender differences on spatial
    visualisation ability. However, gender differences were prevalent among students who
    possessed high spatial visualisation ability, in favour of boys. In terms of cognitive style,
    there were significant gender differences in the spatial imagery and verbal information
    processing dimensions. Boys gave higher ratings to their spatial-imagery encoding and
    processing preferences than their verbal information processing preferences. Some of these
    findings are in contrast to studies undertaken in the educational-psychology literature.
    Implications are drawn regarding pedagogical practices in Singaporean schools.
    Original languageEnglish
    Title of host publicationMathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia
    EditorsM Marshman, V Geiger, A Bennison
    Place of PublicationQueensland
    PublisherMathematics Education Research Group of Australasia
    Pages508-515
    Number of pages8
    Publication statusPublished - 2015
    EventMathematics Education in the Margins: Annual conference of the Mathematics Education Research Group of Australasia, MERGA 2015 - Sunshine Coast, Sunshine Coast, Australia
    Duration: 13 Jul 201518 Jul 2015
    https://merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspx

    Conference

    ConferenceMathematics Education in the Margins
    Abbreviated titleMERGA 2015
    CountryAustralia
    CitySunshine Coast
    Period13/07/1518/07/15
    Internet address

    Fingerprint

    visualization
    gender-specific factors
    ability
    educational psychology
    information processing
    rating
    trend
    school
    student

    Cite this

    RAMFUL, A., & LOWRIE, T. (2015). Spatial visualisation and cognitive style: How do gender differences play out? In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (pp. 508-515). Queensland: Mathematics Education Research Group of Australasia.
    RAMFUL, Ajay ; LOWRIE, Thomas. / Spatial visualisation and cognitive style: How do gender differences play out?. Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia. editor / M Marshman ; V Geiger ; A Bennison. Queensland : Mathematics Education Research Group of Australasia, 2015. pp. 508-515
    @inproceedings{62ac631136884a75b3a194b0fd9df3ef,
    title = "Spatial visualisation and cognitive style: How do gender differences play out?",
    abstract = "This study investigated potential gender differences in a sample of 807 Year 6 Singaporeanstudents in relation to two variables: spatial visualisation ability and cognitive style. Incontrast to the general trend, overall there were no significant gender differences on spatialvisualisation ability. However, gender differences were prevalent among students whopossessed high spatial visualisation ability, in favour of boys. In terms of cognitive style,there were significant gender differences in the spatial imagery and verbal informationprocessing dimensions. Boys gave higher ratings to their spatial-imagery encoding andprocessing preferences than their verbal information processing preferences. Some of thesefindings are in contrast to studies undertaken in the educational-psychology literature.Implications are drawn regarding pedagogical practices in Singaporean schools.",
    author = "Ajay RAMFUL and Thomas LOWRIE",
    year = "2015",
    language = "English",
    pages = "508--515",
    editor = "M Marshman and V Geiger and A Bennison",
    booktitle = "Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia",
    publisher = "Mathematics Education Research Group of Australasia",

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    RAMFUL, A & LOWRIE, T 2015, Spatial visualisation and cognitive style: How do gender differences play out? in M Marshman, V Geiger & A Bennison (eds), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia, Queensland, pp. 508-515, Mathematics Education in the Margins, Sunshine Coast, Australia, 13/07/15.

    Spatial visualisation and cognitive style: How do gender differences play out? / RAMFUL, Ajay; LOWRIE, Thomas.

    Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia. ed. / M Marshman; V Geiger; A Bennison. Queensland : Mathematics Education Research Group of Australasia, 2015. p. 508-515.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    AB - This study investigated potential gender differences in a sample of 807 Year 6 Singaporeanstudents in relation to two variables: spatial visualisation ability and cognitive style. Incontrast to the general trend, overall there were no significant gender differences on spatialvisualisation ability. However, gender differences were prevalent among students whopossessed high spatial visualisation ability, in favour of boys. In terms of cognitive style,there were significant gender differences in the spatial imagery and verbal informationprocessing dimensions. Boys gave higher ratings to their spatial-imagery encoding andprocessing preferences than their verbal information processing preferences. Some of thesefindings are in contrast to studies undertaken in the educational-psychology literature.Implications are drawn regarding pedagogical practices in Singaporean schools.

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    BT - Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia

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    RAMFUL A, LOWRIE T. Spatial visualisation and cognitive style: How do gender differences play out? In Marshman M, Geiger V, Bennison A, editors, Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia. Queensland: Mathematics Education Research Group of Australasia. 2015. p. 508-515