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Design activities help students develop their three-dimensional thinking skills and gain engineering and technology literacy. In this study, it was investigated whether the spatial abilities and 3D geometric thinking skills of the students differed according to approaches to learning mathematics before and after design based mathematics applications. In the research, quasi-experimental design with pre-test and post-test control group was used. Different components of spatial ability were taken into consideration during the development of engineering design-based mathematics applications. In line with the determined gains, three modules were designed. 75 eighth grade students from a public middle school participated in the study. The results of the study showed that the spatial abilities of the students differed according to the mathematics learning approaches, whereas the 3D geometrical thinking skills of the students did not differ.
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