The Visualization, Interaction, and Reasoning lab members participated in the Concordia Graduate Student Symposium.ĚýOn March 22, 2025, Minh Tri-Nguyen, Sabrina Turrin, and Hedi Jaza presented their thesis presentation.ĚýĚý
Minh’s presentation titled: “Strategies and Reasoning in Geometry Problem-Solving: A Middle-School Students’ Perspective”.ĚýĚý
Abstract: To deal with complex situations in everyday life, students require problem-solving, the ability to work through a task where there is no immediate solution (NCTM, 2000). Problem-solving is especially critical in mathematics, particularly geometry due to its visual nature (Vale & Barbosa, 2018). However, problem-solving in geometry is often underemphasized in school mathematics due to assessment pressures (Blinkey et al., 2012). This proposed research aims to explore the reasons behind the strategies used to understand and solve an unfamiliar problem in geometry. I will use a situative learning framework, with a focus on the intersection of cognitive processes and interactions with tools and people (Greeno, 2011).ĚýThis framework will allow me to understand students’ participation in problem-solving in relation to disciplinary community norms and practices. Using a case study approach (Yin, 2013), I will conduct 60-minute individual video recorded semi-structured interviews with 10 students in grade 7 from an English Montreal secondary school. To situate their problem- solving, I will first ask students about their perceptions and experiences with it. Then, students will complete 3 geometric problem-solving tasks. After each task, I will ask them to describe how they started, why they used specific steps, and how they dealt with any challenges encountered. The data will be analyzed through thematic analysis (Braun & Clarke, 2006). Results will reveal areas for student improvement and inform mathematics teachers about students’ learning processes of geometry, creating classroom environments that foster effective communication of ideas, promote better mathematical understanding and encourage problem-solving autonomy.
Sabrina’s presented her thesis presentation that included her analysis and results from the interviews. The presentation was titled: “Bridging the Gender Gap: Embodiment of Spatial Reasoning in Young Girls”.Ěý
Abstract: Spatial reasoning is essential to science, technology, engineering, and mathematics fields (Davis & SRG, 2015). Despite discourse surrounding comparison of women and young girls’ underperformance in spatial tasks compared to men and boys (Bartlett & Camba, 2023; Lauer et al., 2019), few studies have investigated how young girls reason about spatial tasks.ĚýThis study investigated how young girls embodied spatial reasoning as they solved six geometric spatial scaling tasks. Dr. Marta Kobiela and I used situative learning theory (Greeno, 1997; Langer, 2009) and embodied cognition theory (Wilson, 2002) to provide the context of prior mathematical learning and center reasoning in an embodied way. As principal investigator, using case study methodology, I conducted individual video-recorded, semi-structured, task-based interviews with 17 Grade 3 girls to capture their embodied reasoning. The spatial scaling tasks involved matching an object on one picture to a picture of a different scale. Using thematic analysis, we analyzed the interviews to capture the embodied reasoning of each student. Student reasoning was identified by linguistic and gestural cues.ĚýOverall, the findings revealed seven forms of embodied reasoning when solving spatial scaling tasks. Three forms of reasoning were divided into sub-forms of reasoning. Intersections between the forms of reasoning were also revealed. Six student cases revealed complex and multiple forms of reasoning, where they used objects in their surroundings and past experiences to solve the spatial scaling tasks. This study suggests teacher practices of integrating student reasoning with gestures in their classroom and highlights implicit bias towards gender in mathematics.
Hedi’s presentation was titled: “The Role of Language and Movement in Spatial Reasoning: A Study on French and English-Speaking Primary School Students”.Ěý
Abstract: Spatial reasoning is the ability to visualize and manipulate objects in 2D and 3D space (Whitely et al., 2015). Spatial reasoning is a critical skill for success in science, technology, engineering, and mathematics (STEM) fields, yet it is underemphasized in many curricula (Gilligan-Lee et al., 2022). Moreover, students are underperforming on spatial reasoning tasks and we know a little about their reasoning process. Reasoning involves the use of linguistic resources, which are often coordinated with bodily movements and interactions (Shusterman & Spelke, 2005). This study explores how language and movement shape students' spatial reasoning, focusing on 2D rotation, or the mental manipulation of objects or diagrams (Fujita et al., 2020). My research is informed by the sociocultural theories of learning (Wertsch, 1998) and embodied theory (Alibali & Nathan, 2012), where I view spatial reasoning as an action-oriented process. This case study will involve semi-structured task- based interviews with 12 primary school students in grades 5 and 6 from English speaking and French speaking schools. Students will be given 2D rotation tasks and asked to explain how and why they solved them in the ways they did. Using thematic analysis (Braun & Clarke, 2006), I will identify patterns in students' language use and movements while solving spatial tasks. This research aims to further understand the connection between language, movement, and spatial reasoning. The findings will inform educational practices of primary school teachers and support the development of inclusive and culturally sensitive interventions to enhance students' spatial understanding.Ěý
The presenters had a practice session with Dr. Marta Kobiela (VIRL Director) and other students in the Education Faculty at ɬŔď·¬.ĚýĚý