The effects of visual mathematical instruction on the perception and achievement of elementary visual -spatial learners

This comparative case study identified the effect visual-spatial instructional strategies in math had on student perception and achievement of identified visual-spatial learners (VSLs) in the elementary classroom. VSLs are students who learn holistically, are creative, and have the ability to see and manipulate an object in their mind's eye. The theoretical basis for this study was multiple intelligence theory which identified visual-spatial as a separate intelligence. The mathematics achievement of 4th grade VSLs on the Iowa Test of Basic Skills taught with a traditional textbook approach was compared to VSLs taught math through the use of games and manipulatives. The data were analyzed using an independent-measures t-test and produced no statistically significant findings. The control and treatment groups were equally effective in achievement. The students' perception and attitudes toward learning math through games and manipulatives compared to those taught through traditional textbook instruction were measured through surveys. The survey data were analyzed using an independent-measures t-test and produced no statistically significant findings. The data were triangulated through the use of interviews, journal entries, and observations. Only the treatment group utilized math games and found them motivating. The treatment group also recognized manipulatives were helpful when learning difficult math concepts. This study showed VSLs taught math with visual-spatial strategies had a positive attitude towards a variety of instructional strategies and could match an appropriate strategy with a particular math concept. From this research, positive social change implications for teachers suggest the use of visual-spatial mathematical instructional strategies to accommodate the aspects of students' visual-spatial learning style more effectively than traditional textbook instruction.