Visual – spatial intelligence

fata-matThis type of intelligence deals with spatial judgment and the ability to visualize with the mind’s eye. Understanding takes place best when using or creating images, graphics. The information is translated into visual codes, spatial relationships, patterns and properties. This representational form allows students to interconnect ideas in relation to their spatial or temporal proximity, rather than using their logical or linguistic relationships. Students with this type of intelligence would draw pictures of the notions taught to them, while learning them.

These students usually assemble specific pieces of information into a bigger mental picture that offers visual clues. They recall ideas by imagining what they look like and by using visual mnemonics. They organize key ideas by using pictures or schematic maps, etc. ideas heard. Students with strong visual intelligence depend on visual thinking and are very imaginative, they like to draw, paint, or sculpt their ideas and often express their feelings and moods through art, but also enjoy to daydream, imagine and pretend.  They excel at reading diagrams and maps and enjoy solving mazes and jigsaw puzzles. The best instruments for working with them are movies, pictures, videos, charts, graphs, diagrams, graphic organizers, art activities, doodling, microscopes, computer graphics software and demonstrations using models and props.


Students in several different countries studied and created tessellations using different techniques and points of view: by hand drawing, geometric transformations, ICT tools. They also tried to find tessellations in real life and in their daily environment. Their common work can be seen on Thinglink. tess

In France, for example, students created two types of works:

  • Original tessellations from students following their creativity, made by hands, scissors and pencils.
  • Easy tessellations (triangles, squares, …) programmed with the Python software (turtle package).

Here is their video and these are some recommendations for this activity:

First, students must understand what a tessellation is, with very easy shapes, like square tiles. Then they have to guess if they can make tessellations with any kind of shapes. That’s why we have to show them various examples, ones leading to a tessellation, others not ! The “handmade” tessellation must be very precise, to be matched together. Student must use colours to underline the edges of the shape. They can decorate the shapes, to understand how it must be repeated. If we want to go further, we can ask the students to program an easy tessellation, using for example Python. It is a great way to use the loop “for”, and it is a good connection with the logical intelligence as well.

 Constructing Geometric Solids

Constructing original solids such as Stella Octangula, Platonic Solids, Archimedean Solids. Making an exhibition in school. Discussions about the properties of the solids. Click on the image below to visit their exhibition! snub cube

 Mosaic Construction

How a mosaic is constructed with the direct method (by gluing the individual pieces on the surface), for example the flag of a country.

Visual Proofs using Geogebra

Students are doing visual proofs of mathematical theorems, using the dynamic mathematics software Geogebra. The proofs are gathered together on a Thinglink image. Click on the image to see the proofs!


Visual Maths

Students are stimulated to find Maths in everyday life and in the objects around them in order to catch the thread that closely unites concrete facts to abstract ideas.The Maths teacher brainstorms students about possible aspects of Maths presence in real life, gives examples and shows pictures. In some cases he/she may need to explain  Maths rules or principles (the golden ratio, tessellation, geometrical shapes, etc.) as a prerequisite. The students are expected to do a research work looking for Maths patterns and rules in real life: in their houses, in their hometown, in architecture, in art, in music and even in their bodies. They will take photographs of the aspects they are interested in and, in teams, they will make presentations using Web 2.0 resources. The result can be a Thinglink image (click on the picture!)


Making a ‘Christmas’ Fractal tree

In this assignment students will make a kind of Sierpinksi triangle in 3D. With this assignment they will get a grasp of what fractals are.

Maths Cube Puzzle

Creating a puzzle with cubes where Maths contents and pictures with geometry elements are seen. Methodology:

  • Students will be divided into three groups.
  •  Each group will decide on two different contents for two faces
  •  A problem, an equation and their solutions and two photos will be agreed on.
  • Affinity Designer or similar software will be used to write on the faces.
  • Files will be printed and cut to produce the cubes.
  • A box will be added to keep the whole puzzle

Calculation of areas with the use of Geoboard  and Pick’s formula  

How can we calculate the area of a shape with Pick’s formula?


The activity consists of forming flat shapes using seven flat geometric shapes.

Broader Perception and the Flatland

The aim of the activity is to understand the three dimensions perception, in comparison to the two-dimensional one.

       Map drawing 


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