The purpose of this study is to evaluate the potential benefit of two hours of activities involving 2D and 3D fabricators on the spatial reasoning skills of children in Grades 4 and 5, ages 9 to 10, from a private school in Southeast Texas. Can the introduction to hands-on activities with products created with these devices and learning about how these devices operate improve spatial reasoning skills? The research also evaluates the use of the Shapes Test as a valid measure of the spatial reasoning skills of children. The Cube Design and Spatial Memory subtests of the UNIT (Universal Nonverbal Intelligence Tests) were used for evaluating the spatial reasoning skills of the participants, based on their respected validity, along with a Shapes Test that is in development. Discussion regarding gender, language, and experiential theories of spatial reasoning skill development are included in the literature review.

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Euclidean Geometry is a challenging topic for most of the learners in the secondary schools. A qualitative case study explores the reasoning skills of ninth graders in the proving of congruent triangles in their natural environment. A class of thirty-two learners was conveniently selected to participate in the classroom observations. Two groups of six learners each were purposefully selected from the same class of thirty-two learners to participate in focus group interviews. The teaching documents were analysed. The Van Hiele’s levels of geometric thinking were used to reflect on the reasoning skills of the learners. The findings show that the majority of the learners operated at level 2 of Van Hiele’s geometric thinking. The use of visual aids in the teaching of geometry is important. About 30% of the learners were still operating at level 1 of Van Hiele theory. The analysed books showed that investigation help learners to discover the intended knowledge on their own. Learners need quality experience in order to move from a lower to a higher level of Van Hiele’s geometry thinking levels. The study brings about unique findings which may not be generalised. The results can only provide an insight into the reasoning skills of ninth graders in proving of congruent triangles. I recommend that future researchers should focus on proving of congruent triangles with a bigger sample of learners from different environmental settings. / Mathematics Education / M. Ed. (Mathematics Education)