Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Spatial visualization skills present in items of the Brazilian high school national exam
1
Universidade Federal de Santa Maria, Santa Maria, BRAZIL
2
Universidade Franciscana, Santa Maria, BRAZIL
3
Universidade Federal do Estado do Rio de Janeiro, Rio de Janeiro, BRAZIL
Publication date: 2024-03-03
EURASIA J. Math., Sci Tech. Ed 2024;20(3):em2415
KEYWORDS
ABSTRACT
This article aims to analyze, categorize, and quantify the Brazilian high school national exam
(ENEM) questions that require spatial visualization skills (SVS) for their resolution. This is a
documentary research with a qualitative-quantitative approach whose corpus of analysis is ENEM
exams carried out from 2009 to 2022, in the subject of mathematics and its technologies. There
are four main results of this research: (1) spatial geometry (SG) questions that require SVS for their
resolution (39.7%) are proportionally more frequent in ENEM than in four most used textbooks in
Brazil (<20.0%), (2) some categories of SVS are much more frequent than others in ENEM
questions, (3) the proportion of geometry questions in ENEM mathematics exam (23.0%) is
considerably higher than the corresponding proportion of geometry-related skills in ENEM skills
framework (13.0%), and (4) approximately half of ENEM geometry questions address SG.
REFERENCES (39)
1.
Almodovar, A., & García, P. (2009). Matemáticas 5: Primaria [Mathematics 5: Primary]. Santillana.
2.
Apple, M. W. (2021). Teachers and texts: A political economy of class and gender relations in education. Routledge. https://doi.org/10.4324/978131....
3.
Bishop, A. J. (1983). Space and geometry. In R. Lesh, & M. Landau (Eds.), Acquisition of mathematical concepts and processes (pp. 175-203). Academic Press.
4.
Blanco, T. F. (2014). Atendiendo habilidades de visualización en la enseñanza de la geometría [Addressing visualization skills in teaching geometry]. In M. Murillo (Ed.), Proceedings of the 9th International Mathematics Festival (pp. 1-13). CIENTEC Foundation.
5.
Bonamino, A. C. (2014). Glossário ceale: Termos de alfabetização, leitura e escrita para educadores [Ceale glossary: Literacy, reading and writing terms for educators]. Ceale. https://www.ceale.fae.ufmg.br/....
6.
Brasil. Ministério da Educação. (2005). Exame nacional do ensino médio: Fundamentação teórico-metodológica [National high school exam: Theoretical-methodological foundation]. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira [Ministry of Education, National Institute of Educational Studies and Research Anísio Teixeira].
7.
Brasil. Ministério da Educação. (2009). Exame nacional do ensino médio [National high school exam]. INEP. https://download.inep.gov.br/e....
8.
Brasil. Ministério da Educação. (2012a). Exame nacional do ensino médio [National high school exam]. INEP. https://download.inep.gov.br/e....
9.
Brasil. Ministério da Educação. (2012b). Matriz de referência ENEM [ENEM reference matrix]. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira [Ministry of Education, National Institute of Educational Studies and Research Anísio Teixeira].
10.
Brasil. Ministério da Educação. (2014a). Exame nacional do ensino médio [National high school exam]. INEP. https://download.inep.gov.br/e....
11.
Brasil. Ministério da Educação. (2014b). Guia de livros didáticos: PNLD 2015: Matemática: Ensino médio [Textbook guide: PNLD 2015: Mathematics: High school]. Secretaria de Educação Básica [Ministry of Education, Secretariat of Basic Education].
12.
Brasil. Ministério da Educação. (2017a). Exame nacional do ensino médio [National high school exam]. INEP. https://download.inep.gov.br/e....
13.
Brasil. Ministério da Educação. (2017b). Portaria Nº 468, de 3 de Abril de 2017 [Ordinance No. 468, of April 3, 2017]. Diário Oficial da União [Official Diary of the Union]. https://abmes.org.br/legislaco....
14.
Brasil. Ministério da Educação. (2018a). Exame nacional do ensino médio [National high school exam]. INEP. https://download.inep.gov.br/e....
15.
Brasil. Ministério da Educação. (2018b). Base nacional comum curricular [Common national curriculum base]. Educação é a Base [Education is the Foundation].
16.
Brasil. Ministério da Educação. (2020). Exame nacional do ensino médio [National high school exam]. INEP. https://download.inep.gov.br/e....
17.
Creswell, J. W., & Creswell, J. D. (2021). Projeto de pesquisa: Métodos qualitativo, quantitativo e misto [Research design: Qualitative, quantitative and mixed methods]. Penso Editora.
18.
Ferrero, L. (2008). Matemáticas 4: Primaria, segundo ciclo [Mathematics 4: Primary, second cycle]. Anaya.
19.
Gaulin, C. (1985). The need for emphasizing various graphical representations of 3-dimensional shapes and relations. In L. Streefland (Ed.), Proceedings of the 9th P.M.E. Conference (pp. 53-71).
20.
Gil, A. C. (2017). Como elaborar projetos de pesquisa [How to design research projects]. Atlas.
21.
Gonzato, M., Fernández, M., & Díaz, J. J. (2011). Tareas para el desarrollo de habilidades de visualización y orientación espacial [Tasks for the development of visualization and spatial orientation skills]. Revista de Didáctica de las Matemáticas [Mathematics Didactics Magazine], 77, 99-117.
22.
Gorgorió, N. (1998). Exploring the functionality of visual and non-visual strategies in solving rotation problems. Educational Studies in Mathematics, 35(3), 207-231.https://doi.org/10.1023/A:1003....
23.
Gutiérrez, A. (1996). Visualization in 3-dimensional geometry: In search of a framework. In L. Puig, & A. Gutiérrez (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education (pp. 3-19). Universidad de Valencia.
24.
Gutiérrez, A. (1998). Las representaciones planas de cuerpos 3-dimensionales en la enseñanza de la geometría espacial [Planar representations of 3-dimensional bodies in the teaching of spatial geometry]. Revista Ema [Emma Magazine], 3(3), 193-220.
25.
Hartman, N. W., & Bertoline, G. R. (2005). Spatial abilities and virtual technologies: Examining the computer graphics learning environment. In Proceedings of the 9th International Conference on Information Visualization (pp. 992-997). IEEE. https://doi.org/10.1109/IV.200....
26.
INEP. (2010). Guia de elaboração e revisão de itens [Item creation and review guide]. Instituto Nacional de Estudos e Pesquisa [National Institute of Studies and Research].
27.
Jirout, J. J., & Newcombe, N. S. (2015). Building blocks for developing spatial skills: Evidence from a large, representative U.S. sample. Psychological Science, 26(3), 302-310. https://doi.org/10.1177/095679....
28.
Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56(6), 1479-1498. https://doi.org/10.2307/113046....
29.
Lowrie, T., Logan, T., & Hegarty, M. (2019). The influence of spatial visualization training on students’ spatial reasoning and mathematics performance. Journal of Cognition and Development, 20(5), 729-751. https://doi.org/10.1080/152483....
30.
Lowrie, T., Logan, T., & Ramful, A. (2017). Visuospatial training improves elementary students’ mathematics performance. British Journal of Educational Psychology, 87(2), 170-186. https://doi.org/10.1111/bjep.1....
31.
Maier, P. H. (1996). Spatial geometry and spatial ability–How to make solid geometry solid. In Proceedings of the Annual Conference of Didactics of Mathematics (pp. 63-75).
32.
Mathias, C. V. & Simas, F. L. B. (2021). Tarefas de visualização em exercícios de geometria espacial [Visualization tasks in spatial geometry exercises]. Educação Matemática em Revista-RS [Mathematics Education in Magazine-RS], 2(22), 2-14. https://doi.org/10.37001/EMR-R....
33.
Pavanello, R. M. (1989). O abandono de ensino de geometria: Uma visão histórica [The abandonment of geometry teaching: A historical overview] [Doctoral dissertation, Universidade Estadual de Campinas].
34.
Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability. Educational Studies in Mathematics, 75, 191-212. https://doi.org/10.1007/s10649....
35.
Ramalho, B. L., & Núñes, I. B. (2011). Aprendendo com o ENEM: Reflexões para melhor se pensar o ensino e a aprendizagem das ciências naturais e da matemática [Learning with ENEM: Reflections to better think about the teaching and learning of natural sciences and mathematics]. Liber Livro Editora.
36.
Reyes, C., Dissett, L., & Gormaz, R. (2013). Geometría para futuros profesores de educación básica [Geometry for future basic education teachers]. Ediciones SM.
37.
Settimy, T. F. O., & Bairral, M. A. (2020). Dificuldades envolvendo a visualização em geometria espacial [Difficulties involving visualization in spatial geometry]. Vidya, 40(1), 177-195. https://doi.org/10.37781/vidya....
38.
Silva, D. V., Joly, M. C. R. A., & Prieto, G. (2012). Relação entre habilidades espaciais e desempenho no ensino médio [Relationship between spatial skills and performance in high school]. Revista Polis E Psique [Polis and Psique Magazine], 1(1), 61. https://doi.org/10.22456/2238-....
39.
Stadler, J. P., & Hussein, F. R. G. (2017). O perfil das questões de ciências naturais do novo ENEM: Interdisciplinaridade ou contextualização [The profile of natural science questions in the new ENEM: Interdisciplinarity or contextualization]? Ciência & Educação (Bauru) [Science & Education (Bauru)], 23, 391-402. https://doi.org/10.1590/1516-7....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
