Relationship between Spatial Visualization, Mental Rotation and Mental Visualization Skills’ with Mathematics-Oriented Epistemological Beliefs and Some Other Variables of Eighth Grade Students’

In this study, it was aimed to investigate (i) the spatial visualization, mental rotation, and mental visualization skills’ in the context of mathematics-oriented epistemological beliefs (ii) the spatial visualization, mental rotation and mental visualization skills’ of the eighth-grade students according to gender and mathematical success variables. The research was carried out with 200 students who were studying at the eighth grade level of a state secondary school in the city center of Izmir. As a data collection tools; spatial visualization, mental rotation, and the Santa Barbara Solids test, as well as mathematics-oriented epistemological belief scale. End-of-term mathematics course notes were used to identify mathematical achievements. In the analysis of the data set, descriptive statistical techniques, as well as correlation a coefficient, Mann-Whitney U test, and multiple linear regression analyses, were performed. According to the results of the analysis, it was determined that there is a positive and meaningful relationship between beliefs related to effort and spatial visualization, and mental rotation. According to the gender variable, there was no significant difference between the scores of the students’ spatial visualization, mental rotation, and visual visualization tests. On the other hand, spatial visualization, mental rotation, and mental visualization skills account for 15% of mathematical success. According to the findings obtained, some suggestions were made.