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Abstract

A two-component model of teacher Spatial Awareness
competence, a spatial abilities component and a syllabus specific
component, was used as the basis for this study.
The two samples tested were a 1-in-10 random sample of
Tasmanian Infant and Primary teachers (via postal survey) and
the year IV (i.e. last year of teacher training) Tasmanian
Infant and Primary student teachers. The response rates
were, respectively, 79.1% (178 out of 225) and 84.3% (193
out of 229). For each teacher and student teacher two tests
were completed, a spatial abilities test and one of two
parallel forms of an original Spatial Awareness Teaching Test
(SATT). The latter was a 36 item test based on the
Kindergarten to Grade 6 range of the Spatial Awareness
strand of the (Tasmanian) Primary Mathematics Guidelines. It
was noted that other tests of teacher and student teacher
geometry on space competence had apparently not contained
the range of classroom relevant test items for the grade
range of responsibility of their samples. However, in the
present study in keeping with the Guidelines, SATT was
divided in to three sub tests, the Infant, Middle Primary, and
Upper Primary sub tests, formed from consecutive groups of 12
questions, respectively. To simplify reporting and analysis
the data from both forms of SATT were combined into a
single SATT . The combined data were analysed at two levels.
First, a description of SATT results and item competences
for the two samples was given. As well,
a description of sub tes t results and item competence for the
teacher subsample at their main level of teaching (Infant,
Middle Primary Or Upper Primary) and student teachers at
their level of teacher training (Infant or Primary) was
given. In addition, the errors of teachers and student
teachers on the most difficult items from their relevant
sub test were tabulated and briefly discussed.
At the second level of analysis, SATT score for both
samples was adjusted for the spatial abilities component
(thus making the 'residual' SATT score more "syllabus specific")
and then analysed with various factors. For teachers,
the four out of nine factors which were initially found
to be significant were used in a four-way stepdown ANCOVA .
Secondary mathematics background', 'level of teaching',
'feedback' were significant and 'sex' became non-significant.
The in-service implications of these results (based on this
order of significant factors) were discussed. For student
teachers, as all their four factors were initially found to be
significant, a four-way stepdown ANCOVA was performed.
Secondary mathematics background' and 'course of study"
remained significant and 'feedback' and 'sex' became nonsignificant.
The implications of these results for entry into
teacher training, pre-service mathematics education and
inservice mathetics education were discussed. Suggestions
for further study based on the ideas of the present study
were made.

Item Type:	Thesis - Unspecified
Authors/Creators:	Anderson, KC
Keywords:	Mathematical ability, Space perception, Kindergarten teachers, Elementary school teachers
Copyright Holders:	The Author
Copyright Information:	Copyright 1983 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Additional Information:	Thesis (M.Ed.)--University of Tasmania, 1984. Bibliography: leaves 219-224
Item Statistics:	View statistics for this item

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