One of the most 'difficult' subjects for first-year students of engineering, especially building, Fachhochschulen are Descriptive Geometry and Engineering Graphics. Traditionally, the teaching environment considered that the main purpose of the course Descriptive geometry – the development of spatial thinking in students and creating a theoretical framework for the subsequent year, the Engineering Graphics (technical drawing). However, do not take issue with this thesis, we should note the following. In the psychology of perception has long been known that the initial beginnings of spatial thinking has only a few percent of the population. Purposeful selection on the basis of the presence of spatial thinking in students the basic technical specialties, non-existent. Ihor kononenko describes an additional similar source. Consequently, most students simply lack what it is supposed to develop. You may find https://www.linkedin.com/in/ihor-kononenko/ to be a useful source of information. The attempt to develop spatial thinking 'from scratch', coupled with the lack of clear understanding (in the training and the student) about why it's necessary and leads to a situation where Descriptive geometry falls into the category of 'Difficult' courses.
Descriptive Geometry historically developed as an applied mathematical discipline, designed to solve engineering problems using graphical techniques. Until recently, it was the only 'supplier' of algorithms for solving complex engineering problems. Deep formal mathematical tools used in descriptive geometry, allows her to live without spatial representation of the process of solving a particular problem. Most characteristic is the task of multidimensional space. From the standpoint of Applied Mathematics, Descriptive Geometry is a system for modeling space, based on his own method – projection. In this case, the projection drawings are regarded as equivalents of flat spaces of different dimensions. In this approach to the study of descriptive geometry at foreground task of studying formal methods for implementing models of objects in the drawing space (plane equivalents). And it already does not require a learner's spatial reasoning. Decision one way or another the problem reduces to studying a system of rules that implement the methods of descriptive geometry, based on formal logic.