Gender differences in mental rotation tests: a geometry-teaching perspective

Isabel Ramírez-Uclés; Rafael Ramírez Uclés

doi:10.5944/educxx1.33150

Authors

Isabel Ramírez-Uclés Universidad Nacional de Educación a Distancia (UNED), Spain http://orcid.org/0000-0002-3689-5999
Rafael Ramírez Uclés Universidad de Granada, Spain http://orcid.org/0000-0002-8462-5897

DOI:

https://doi.org/10.5944/educxx1.33150

Keywords:

mental rotation, PMA test, complex problem solving, gender differences

Abstract

According to reports in the literature, males score higher on certain mental rotation tests and complex problem-solving exercises than females. This study analyzes the types of errors made in the Primary Mental Abilities (PMA) space relations sub-test test by 328 secondary school students (ages 13 to 16), 143 of whom, having exhibited complex mathematical problem-solving abilities, were participating in a mathematical talent enhancement programme. The error types detected are defined in terms of angle of rotation of the object and the presence of symmetries in the items of the test. The findings show significantly higher performance in the more mathematically gifted students. Gender differences are only evidenced in the total score of the test and the number of non-answered items, where boys got higher scores than girls. Moreover, there is no significant interaction between the independent variables gender and complex mathematical problem-solving abilities. The conclusions drawn from those findings introduce nuances in the understanding of the gender difference traditionally identified in visualisation, particularly in connection with geometric properties in mental rotation tests. It is stressed that educational research focuses on other aspects, like emotional or behavioural ones that can impact test execution, like speed or the use of less efficient strategies.

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