The majority of undergraduate students fail to achieve a basic understanding of fundamental concepts in science, tech-nology, engineering, and mathematics (Bao et al., 2009). A major barrier may be spatial reasoning (Wai, Lubinski, &Benbow, 2009). Spatial reasoning is the ability to mentally manipulate the 2D and 3D relations within and between ob-jects. The current study examines the casual relation between spatial reasoning and performance in an undergraduateintroductory physics course. All students enrolled in the course took tests of mental rotation, hidden figures, form board,and perspective-taking at the beginning of the semester and again at the end of the semester. Post-test scores were sig-nificantly higher compared to pre-test scores, ts(38) ¡ 10.82, ps¡.02. Growth in spatial reasoning is predictive of examperformance, with performance on individual spatial reasoning tests being correlated with specific kinds of exam items.This suggests individual spatial reasoning skills differentially support different physics understanding.

Spatial reasoning is an inherent aspect of everyday life. For example, spatial reasoning supports young children playing with blocks, older children learning about positioning on a sports field, and adults navigating where they need to go. Spatial reasoning is also a critical aspect of STEM (science, technology, engineering, mathematics, e.g., Wai, Lubinski, & Benbow, 2009). For example, chemists imagine molecules rotating to compare structure, and physicists reason about the influence of invisible forces on magnetic fields.