Colleen Marie Tillis'20，鸡蛋港，威斯康星州

专业：心理学;教育与青年研究

高中几何班级的完成不仅是当今青少年的仪式，而且是一类所需的学生，他是军事，交易或设计中的大学或规划职业。学生的成功或缺乏几何形状可能会对自尊和职业机会产生持久的影响。

研究表明，目前呈现视觉空间弱点的学生将在几何中挣扎;然而，学校不会筛选学生的这种困难。因此，当勤劳的学生在二年级学数学课程中挣扎时，通常，教师和父母（和学生本身）都是震惊和困惑。一般来说，几何教师没有引入基于证据的策略，旨在帮助这些沮丧的学习者。

Drawing on my interests in Psychology and Education, I recruited and partnered with a Geometry teacher and eleven of her students in a Wisconsin high school to determine whether a relationship exists between the high schoolers’ scores on psychological screening tests (designed to assess weaknesses in their visual spatial perception) and grades they earned in Geometry class.

具体而言，我旨在确定六种心理测试中哪一个 - 时钟绘图测试，绘制联锁五角大楼测试，设计组织测试（图案识别测试），跟踪进行测试A（使用数字的连接点测试）, the Trail Making Test B (a connect-the-dots test that alternates dots between numbers and letters), or the cube drawing test –- are most predictive of students’ grades. These screening tests are all quick, easy-to-administer, and require only pencil and paper. Grades were reported directly from the students’ teacher, with permission from the students and their parents.

虽然需要额外的研究，但这样的研究可以提供基于证据的干预，教师可以在几何班级中使用的一天，以冒险冒险的风险。主动辅导和特殊编程可以遵循。