Spatial ability, which has always been regarded important in fields such as engineering, architecture and visual
arts, is employed in daily life in many activities ranging from rearranging the furniture and objects in our houses,
driving safe to finding an address or doing any kind of sport (YÕldÕz, 2009). Research has come up with various subdimensions
of spatial ability such as spatial visualization, spatial perception, spatial relations, spatial orientation, and
mental rotation (Linn and Petersen, 1985; Clements, 1998; Contero, 2005) Among these sub-dimensions, spatial
visualization was described by Mc Gee (1979) as the ability to imagine the rotation of a represented object, to
visualize the configuration, to transform a represented object into other shape, and to manipulate an object in the
mind” (cited in Ben Chaim et al., 1988). This ability plays a key role in teaching mathematics and geometry. Spatial
thinking makes it possible for the individual to draw shapes when solving a problem in mathematical thinking, to
visualize verbal problems in the mind and to categorize any given data in tables. Ensuring that shapes are kept in the
mind and the relationships among them are understood more efficiently, spatial thinking also proves helpful in
geometry, which presents the relationships among shapes (Turgut, 2007). NCTM (2000) reports state that the
methods encouraging students to employ their spatial skills be used in teaching. Also, Idris (2005) examined the
relationship between the spatial visualization ability and mathematical achievement of a total of 1200 primary
school students in Malatya with various social, economic and cultural backgrounds and reported a positive
correlation