This study investigated the spatial reasoning abilities of pre-service teacher candidates through a qualitative case study design.The research focused on identifying the strategies students used on the Mental Rotation Test (MRT) and exploring their conceptions of spatial reasoning.From a sample of 60 pre-service teachers, four participants representing a range of spatial abilities were purposively selected for semi-structured interviews.Findings reveal that students did not rely solely on holistic or analytic strategies but instead employed a combination of visualization, verbal reasoning, counting, and elimination techniques to solve spatial problems.High-ability students demonstrated a clear understanding of spatial reasoning, linking it to academic subjects such as geometry and visual arts, as well as to hobbies like puzzles and drawing.In contrast, low-ability students showed limited or inaccurate conceptions of spatial reasoning and faced difficulties mentally manipulating spatial objects.The study highlights gaps in spatial skills among teacher candidates and emphasizes the need for teacher education programs to explicitly support the development of spatial abilities and manipulation strategies.
Mi et al. (Thu,) studied this question.