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This study investigated the effects of spatial training upon calculus achievement, spatial visualization ability, and the use of visualization in solving problems on solids of revolution. After pretesting, 250 college students participated in one of two spatial-training treatments or in a control treatment. Multivariate analyses of covariance revealed no treatment effect on calculus achievement or spatial visualization ability, but there were significant sex differences favoring women in calculus achievement and favoring men in spatial visualization ability. There were interaction effects for calculus achievement and the use of visualization in solving solid-of-revolution problems and a significant treatment effect for visualization of solids of revolution. Spatial training may benefit performance in certain areas of calculus for women more than for men.
Joan Ferrini‐Mundy (Sun,) studied this question.