Can Mental Rotation Predict Performance in an Online Geometry Assignment?

Mental rotation knowledge has been linked to math performance, specifically in geometry, but it is unclear when, why, and how mental rotation affects achievement. We extend prior research by examining the relation between mental rotation skill and performance in two online geometry assignments on different topics (e.g., translations, rotations) and presented in two different ways to prime problem-solving strategies (e.g., analytic, visuospatial). Within each problem set, students completed four mental rotation problems, then an online problem set. The results indicated that: (1) mental rotation skill predicted assignment mastery speed regardless of topic; (2) problem presentation did not affect mastery speeds; (3) there was no interaction between mental rotation skill and problem presentation. We conclude that mental rotation skill may be more important in solving geometry problems than problem presentation and strategy use.