Узданица XIX (Ванредни број) (2022), (стр. 71-94)

АУТОР(И): Marija M. Vorkapić Mila S. Milošević Olivera J. Đokić


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DOI: 10.46793/Uzdanica19.S.071V


Spatial ability is an integral part of mathematics teaching and learning, but not every component of this ability has received enough research attention. In this paper, we focus on young pupils’ ability to solve two types of imaginary perspective-taking (IPT) problems given in the form of a test (the paper‒pencil test). The results show a difference in solving imaginary perspective-taking problems between preschoolers and second-grade pupils who took part in this research. Still, even the second-grade pupils have not fully developed this special spatial abil- ity because they are slightly less successful in appearance IPT2 tasks than in visibility IPT1 tasks. We noticed individual differences in both age groups. In addition, the preschool sample from Serbia is equally successful as the children from the Netherlands and significantly better than the children from the Cyprus sample of the same age reported by Van den Heuvel-Panhuizen, Elia and Robitzsch (2015). The general conclusion and educational implication are that imaginary perspective-taking ability should be nurtured more in early school years.


imaginary perspective-taking, visibility, appearance, spatial reasoning, young pupils, Serbia.


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