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With the growth interest in spatial reasoning stimulated by the development of powerful computer-based geometry and visualization packages, it is important to be clear about what is meant by spatial reasoning in mathematics. Starting from the point of various math educators, learning spatial thinking in mathematics has different aims than learning spatial thinking in other sciences. Hence, although spatial skills may be intellectually interesting in themselves, the focus in this paper is placed on its relationship with teaching and learning geometry at the technical universities. Furthermore, the course Descriptive geometry with computer graphic, which has evolved at the Faculty of Mining, Geology and Petroleum Engineering in Zagreb in conjunction with the recent developments in the modern geometry education, is described in detail. On the basis of the classical geometrical representation methods, the course focuses not only on the uprising of graphic- visual communication and developing learners’ spatial visualization skills, which play a crucial role in engineering educations, but likewise on the development of learners’ capacity with deductive reasoning and making use of aids and tools in mathematics education. Also, the effect of computer technology on geometry education is discussed according to the results of the SEFI - Mathematics Working Group (SEFI - in French – stands for “European Society for Engineering Education”). The examples of student exercises will be given to show a large range of options offered within the course to make teaching of space mathematics innovating, more interactive and at the same time applicable to specific students’ interests.
spatial reasoning, teaching tools, computer graphics, higher education, e-learning
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