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METHODS FOR ASSESSING STUDENTS' SPATIAL THINKING THROUGH DESCRIPTIVE GEOMETRY TASKS

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dc.contributor.authorYuldashev Solmonjon Iqboljon ugli
dc.date.accessioned2025-12-28T10:50:11Z
dc.date.issued2025-05-06
dc.description.abstractThis article explores the scientific and methodological foundations for assessing and developing students' spatial thinking through descriptive geometry tasks. The study analyzes the compatibility of graphic assignments with spatial cognition components, assessment criteria, cognitive indicators, and diagnostic approaches using modern technologies. Based on experimental results, the dynamics of students’ spatial reasoning improvement were identified, and the effectiveness of using geometric tasks to develop spatial thinking was substantiated. Practical recommendations for improving assessment systems for instructors are also provided.
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dc.identifier.urihttps://usajournals.org/index.php/2/article/view/48
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/4215
dc.language.isoeng
dc.publisherModern American Journals
dc.relationhttps://usajournals.org/index.php/2/article/view/48/78
dc.rightshttps://creativecommons.org/licenses/by/4.0
dc.sourceModern American Journal of Engineering, Technology, and Innovation; Vol. 1 No. 2 (2025); 1-10
dc.source3067-7939
dc.subjectDescriptive geometry, spatial thinking, graphic tasks, assessment methodology, visual logic, spatial diagnostics.
dc.titleMETHODS FOR ASSESSING STUDENTS' SPATIAL THINKING THROUGH DESCRIPTIVE GEOMETRY TASKS
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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Modern American Journal of Engineering, Technology, and Innovation