本研究主要是探討國小學童平面視覺空間能力之現況，並據以瞭解不同年級學童間的差異情況。本研究針對桃園縣一所國民小學進行研究，並以該校541位一至六年級全體學童作為研究樣本。研究工具則採用自編的平面視覺空間能力測驗問卷，測驗內容包括圖形旋轉、圖形鏡射、類比推理和歸納推理四重基本面向。
根據資料分析結果，本研究主要發現如下：（一）整體而言，國小學童平面視覺空間能力表現情形不佳（答對率僅42.95），仍有待加強；（二）國小學童在不同年級間的平面視覺空間能力有顯著差異存在，而且會隨著年級的增加而越來越高；（三）國小學童平面視覺空間能力分別與數學、國語學業成就均呈現正相關，然而，透過淨相關（partial correlation）過程來移除相關雜訊，國語學習對學童平面視覺空間能力的提昇可謂不大，主要是透過數學學習而來；（四）國小學童平面視覺空間能力之表現沒有顯著性別差異存在（t=1.075，p=0.283＞0.05）。

The purpose of this study was to understand the present situation of the two-dimensional visualization spatial ability of primary school children in different grades, gender, mathematics achievement, and Chinese achievement.
The population from which the students were selected consisted of all sixth graders（N=541）in one of the primary school in Taoyuan. The 2-D visualization spatial ability test were given that measured the figure of mental rotation, the figure of mental reflection, the figure of analogical reasoning, and the figure of inductive reasoning.
The main findings of the study were:
(1) The scores of the 2-D visualization spatial ability of primary school children is not good.( =42.95)
(2) The analysis of variance also revealed significant grade main effects for the 2-D visualization spatial ability test scores.（F(5,535)=36.070；p=0.000）
(3) The data suggested that the positive relationship between mathematics achievement and spatial abilities at the primary school children. The relationship between primary school Chinese achievement and spatial abilities is nor clear. High mathematics achievers scored significantly higher（p＜0.05）than lower mathematics achievers on the 2-D visualization spatial ability tests.
(4) No significant sex differences were found for the 2-D visualization spatial ability test scores（p＞0.05）.

一 中文部份
教育部（民92）。九年一貫數學課程正式綱要。台北：教育部。
林福來（民76）。國中生反射、旋轉、平移概念發展研究。國科會專題研究計畫報告。NSC 75-0111-S003-01，NSC76-0111-S003-12
張英傑、林秀瑾（民94）。台灣地區三十年來國編版小學幾何教材內容範圍分析研究。國立臺北教育大學學報，第18卷，第2期，65－92頁。
張英傑、莊月嬌（民95）。九年一貫課程小學幾何教材內容與份量之分析。國立臺北教育大學學報，第19卷，第1期，33－66頁。
黃敏晃（民94）。幾何漫步－漫談幾何與空間能力。科學研習，第四十四卷，第六期，4-26頁。
張英傑（民93）。九年一貫數學能力指標的詮釋－圖形與空間（國小幾何）。行政院國家科學委員會專題研究計畫期中報告。NSC 92-2522-S-152-005
洪蘭（民89）。腦內乾坤：男女有別，其來有自。臺北市：遠流出版社。
劉英茂（民71）。普通心理學。大洋出版社。
張春興（民80）。現代心理學。東華書局。
二 英文部分
Battista, M. T. (1990). Spatial Visualization and Gender Differences in High School Geometry. Journal for Research in Mathematics Education, 21, 47-60.
Ben-Chaim, D., Lappan, G., & Houang, R. T. (1989). Adolescents’ ability to communicate saptail information: Analyzing and eddecting students’performance. Educational Studies in Mathematics, 20, 121-146.
Clements, D. H., & Battista, M. T. (1992). Geometry and Spatial Reasoning.In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 420-464). New York: Macmillan Publishing Company
Fennema, E., & Tartre, L. A. (1985). The use of spatial visualization in mathematics by girls and boys. Journal for Research in Mathematics Education, 16(3), 184-206.
Ernest, P. (1988).Using microcomputers with 15 year olds to retraion transformation geometry skills.International journal of mathematical education in science and technology. , 19(2), 269-279.
Kail, R.V. & Pellegrino, J. W. (1985). Human Intelligence Perspectives and Prospects.W.H. Freeman and Company.New York.
McGee, M. G. (1979). Human spatial ability : Psychometric studies and environmental , genetic , hormonal ,and neurological influence. Psychological Bulletin, 86(5), 889-918.
Marmor, G. S. & Zaback, L. A.（1976）. Mental rotation by the blind：does mental rotation depend on imagery？Journal of Experimental Psychology：Human Perception and Performance, 2(4), 515-521.
Mulholland, T. M. & Pellegrino, J. W. & Glaser, R.（1980）. Components of geometric analogy solution.Cognitive Psychology, 12, 252-284.
National Council of Teachers of Mathematics（NCTM , 1989）.Curriculum and evaluation standards for school mathematics. Reston, Virginia: Nation Council of Teachers of Mathematics.
National Council of Teachers of Mathematics（NCTM , 2000）. . http://www.usi.edu/Science/math/sallyk/Standards/document/chapter3/geom.htm
Guay, R. B., & McDaniel, E. D. (1977). The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8, 211-215.
Guttman, R., & Epstein, E. E., Amir, M., & Guttman, L. (1990). A structural theory of spatial abilities. Applied Psychological Measurement, 14(3),217-236.
Geeslin, W. E., & Shar, A. O.(1979).An alternative model describing children’s spatial preferences. Journal for Research in Mathematics Education, 10, 57-68.
Schultz, K. A. & Austin, J. D.（1983）Directional effects in transformation tasks. Journal for Research in Mathematics Education, 14, 95-101.
Smith, I. M. (1964). Spatial ability. San Diego: Knapp.
Sternberg, R. J. （1977）.Component processes in analogical reasoning. Psychological Review. , 84(4), 353-378.
Sternberg , R. J. & Gardner, M. K.（1983）.Unities in inductive Reasoning. Journal of Experimental Psychology：General, 112(1), 80-116.
Tartre, L. A. (1990). Spatial orientation skill and mathematical problem solving. Journal for Research in Mathematics Education, 21(3), 184-206.
Thurstone, L. L. (1938). Primary mental abilities. Chicago, IL: The University of Chicago Press.