Análisis del sentido espacial en estudiantes de secundaria en actividades PISA

This article analyzes the components of spatial sense in solving activities proposed by PISA. For that purpose, categories are established that allow identifying the manifestations of the spatial sense of 122 15-year-old students who are in the first year of Uruguayan high school when solving the PISA ac-tivities and are related to the performance achieved in the classroom tests proposed by their teachers. From the correlation analysis, relationships are obtained between performance and visualization skills and the management of geometric concepts in some activities. It is evident that those who present a better perfor-mance in the evaluation implemented by the teachers tend to have a greater manifestation of the spatial sense in the PISA activities. The spatial sense required in the PISA activity that best predicts the perfor-mance achieved by students in the evaluation implemented by the teachers is also described.