Spatial Reasoning Outcomes in Technology-Enhanced Geometry Teacher Education

Abstract

Spatial reasoning is widely recognised as an essential competence for mathematics teachers and a significant predictor of achievement across STEM disciplines. However, less attention has been devoted to how these abilities can be systematically supported through technology-enhanced learning environments in higher education, particularly within teacher education. This study examined spatial reasoning outcomes in a technology-enhanced geometry course designed for prospective mathematics teachers. The research focused on comparing current learning outcomes with delayed performance following previous participation in the course. A quasi-experimental design was employed with two university student cohorts enrolled in geometry teacher education courses. One cohort had completed the course in the previous academic year, while the second cohort was involved in the current implementation during the ongoing semester. The learning environment was based on the Geometry Teaching Model, which integrated manual construction activities with digital technologies, particularly GeoGebra. Four spatial reasoning tests were administered during the semester. The tests assessed three components of spatial reasoning: mental rotation, spatial orientation, and spatial visualisation. Data were analysed using descriptive and non-parametric statistical methods. Students participating in the current course implementation achieved significantly stronger results in several complex tasks requiring reconstruction of three-dimensional objects from two-dimensional representations, interpretation of orthographic views, and advanced spatial synthesis. Students from the previous cohort performed comparably in simpler orientation tasks, suggesting partial maintenance of basic spatial skills over time. However, their performance was weaker in more demanding visualisation tasks. The findings suggest that performance in advanced spatial reasoning tasks may be particularly sensitive to the continuity of structured educational support. Sustained technology-enhanced geometry learning may therefore provide valuable opportunities for supporting complex visual-spatial competences in teacher education. The study contributes to current discussions on e-learning design, competence sustainability, and the preparation of future mathematics teachers in higher education.