Spatial Orientation Reasoning Demands: Theory-Informed Patterns and Pedagogical Insights for Mathematics Teacher Education
SAGE OPEN, cilt.16, sa.4, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 4
- Basım Tarihi: 2026
- Doi Numarası: 10.1177/21582440261496331
- Dergi Adı: SAGE OPEN
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anadolu Üniversitesi Adresli: Evet
Özet
This study uses a theory-informed design to examine the reasoning-demand patterns underlying preservice mathematics teachers' spatial orientation (SO) in orthographic view (OV) construction and to clarify how these demands shape task performance. Forty-four participants each produced 36 OVs (six structures & times; six labeled viewpoints) and completed task-based interviews. The design and interpretation were guided by spatial reference-frame theory and geometrical reasoning about OVs, enabling participants' drawings, verbal explanations, and gestures to be analyzed as evidence of specific reasoning processes and demands. Multimodal analysis yielded thirteen reasoning-demand patterns grouped into five clusters: Perceptual-Appearance-Based Misconceptions and Misconstructions (M), Incomplete Geometric Reasoning (I), Egocentrism (E), Deviations and Instability of Observer-Based Reference-Frame Use (Cbj), and Limited Adoption of Object-Based Reference Frame (Cjj). Quantitative associations among codes were modest and dispersed, and no cluster-level associations remained significant after Bonferroni correction, providing no evidence of broad cluster-level association in this sample. Implications for teacher education point to a modular repertoire of instructional supports for spatio-geometric tasks, aligned with these reasoning demands: perceptual-appearance distinctions, geometric abstraction, proportional and spatial structuring, perspective-taking with sustained observer-viewpoint use, and coordination of observer- and object-based reference frames.