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Make-A-Dice Test: Assessing the intersection of mathematical and spatial thinking.

Heather Burte1, Aaron L Gardony2,3,4, Allyson Hutton5

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Better spatial thinking skills correlate with higher achievement in science, technology, engineering, and mathematics (STEM). The Make-A-Dice assessment effectively measures spatial and mathematical reasoning, showing promise for identifying students who may benefit from STEM education.

Keywords:
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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • STEM Education

Background:

  • Strong spatial thinking abilities are linked to increased interest and achievement in Science, Technology, Engineering, and Mathematics (STEM) fields.
  • Existing measures of spatial thinking do not adequately relate to specific STEM disciplines, highlighting a need for new assessment tools.
  • Leveraging spatial thinking in STEM education could enhance student engagement and performance.

Purpose of the Study:

  • To introduce and validate Make-A-Dice, a novel assessment designed to measure spatial and mathematical reasoning.
  • To investigate the reliability and validity of Make-A-Dice in both adult and elementary student populations.
  • To explore the relationship between performance on Make-A-Dice and broader spatial and mathematical abilities.

Main Methods:

  • The Make-A-Dice task involves constructing a numbered cube from a net, adhering to rules about opposite sides summing to seven and using numbers 1-6 once.
  • The assessment was administered to adults (Study 1) and elementary students (Studies 2 and 3) across two sessions, alongside other cognitive measures.
  • Internal consistency, test-retest reliability, item difficulty, and correlations with spatial and mathematical reasoning measures were analyzed.

Main Results:

  • Make-A-Dice demonstrated good internal and test-retest reliability, with items appropriately ordered by difficulty.
  • Performance on Make-A-Dice was significantly related to both spatial and mathematical reasoning abilities.
  • Adults employed various strategies to solve Make-A-Dice, with specific strategies predicting task performance.
  • Studies 2 and 3 confirmed Make-A-Dice's age-appropriateness for elementary school students.

Conclusions:

  • Make-A-Dice serves as a promising measure for assessing individual differences in spatial and mathematical thinking.
  • The assessment has the potential to identify elementary-aged children who could benefit from targeted spatial skills training.
  • Integrating spatial reasoning assessments into STEM education can help identify and support students with high potential in these fields.