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Developing Spatial Ability through Ethnomathematics-Based Project Learning: A Geometry Study on Pre-Service Mathematics Teachers.

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Τίτλος: Developing Spatial Ability through Ethnomathematics-Based Project Learning: A Geometry Study on Pre-Service Mathematics Teachers.
Συγγραφείς: Jainuddin, Herman, Tatang
Πηγή: European Journal of Mathematics & Science Education; Dec2025, Vol. 6 Issue 4, p211-221, 11p
Θεματικοί όροι: Spatial ability, Project method in teaching, Mathematics education, Student teachers, Teaching methods, Mathematics teachers, Geometry education, Cultural fusion
Περίληψη: Spatial ability is a fundamental component in geometry learning and a critical skill for prospective mathematics teachers. However, traditional instructional methods often fall short in fostering students' spatial reasoning, especially in higher education contexts. This study aimed to investigate the effect of an instructional model integrating Project-Based Learning (PjBL) with ethnomathematics on the spatial ability of pre-service mathematics teachers. Employing a quasi-experimental one-group pretest--posttest design, the study involved 30 participants who received geometry instruction through PjBL with cultural integration. The findings revealed a substantial improvement in students' spatial ability, indicating that the intervention was both effective and meaningful. The integration of culturally grounded projects enhanced students' visualization, mental rotation, and engagement. These results support the use of ethnomathematics-based PjBL as an innovative and contextually relevant approach to improving spatial reasoning in mathematics teacher education. Future research is recommended to investigate the long-term effects and adaptability of this model in various educational settings. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Mathematics & Science Education is the property of Eurasian Society of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Developing Spatial Ability through Ethnomathematics-Based Project Learning: A Geometry Study on Pre-Service Mathematics Teachers.
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  Data: European Journal of Mathematics & Science Education; Dec2025, Vol. 6 Issue 4, p211-221, 11p
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  Data: <searchLink fieldCode="DE" term="%22Spatial+ability%22">Spatial ability</searchLink><br /><searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry+education%22">Geometry education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+fusion%22">Cultural fusion</searchLink>
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  Data: Spatial ability is a fundamental component in geometry learning and a critical skill for prospective mathematics teachers. However, traditional instructional methods often fall short in fostering students' spatial reasoning, especially in higher education contexts. This study aimed to investigate the effect of an instructional model integrating Project-Based Learning (PjBL) with ethnomathematics on the spatial ability of pre-service mathematics teachers. Employing a quasi-experimental one-group pretest--posttest design, the study involved 30 participants who received geometry instruction through PjBL with cultural integration. The findings revealed a substantial improvement in students' spatial ability, indicating that the intervention was both effective and meaningful. The integration of culturally grounded projects enhanced students' visualization, mental rotation, and engagement. These results support the use of ethnomathematics-based PjBL as an innovative and contextually relevant approach to improving spatial reasoning in mathematics teacher education. Future research is recommended to investigate the long-term effects and adaptability of this model in various educational settings. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Mathematics & Science Education is the property of Eurasian Society of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.12973/ejmse.6.4.211
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        Text: English
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        Type: general
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      – SubjectFull: Mathematics education
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              Text: Dec2025
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