Abstract

There is a consensus that certain cognitive abilities and mathematics performance are related. This link also extends to geometry. Surprisingly, however, little research has examined specific aspects of cognition that may contribute to successful performance in geometry, particularly at the secondary level. In this study, we explored in what ways, if any, three types of cognitive abilities (spatial visualization, mental rotation, and imagery ability) and one’s preferred cognitive style (a visualizer or verbalizer style) might be related to geometry. High school students who have already taken at least two quarters of geometry participated in the study (N = 114). The results showed that the two spatial measures, not cognitive style, were significantly correlated to geometry performance. Of the two spatial measures, paper folding, not mental rotation, emerged as a significant predictor of geometry performance. The interpretations of the current findings as well as educational implications are discussed.

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