Mathematics is a subject of problems. Its teaching and learning demands solving of innumerable problems. Efficiency and ability in solving problems guarantee the success in learning of the mathematical concepts. Learning mathematics is basically a constructive process, which means that pupils gather, discover, create mathematical knowledge and skills mainly in the course of some social activity that has purpose consequently mathematics classroom instruction should move away from the information transmission model meaningful and authentic context should play a crucial role in mathematics learning and teaching, therefore, we need on integrated approach to mathematics teaching. Mathematics helps to promote logical thinking, develops truthfulness in thinking, exactness and clarity of thought and promotes power of concentration. It develops the attitude of discovery in pupils’.

                            Spatial ability is category of reasoning skills that refers to the capacity to think about objects in three dimensions and to draw conclusions about those objects form limited information, for Example, a person with good spatial reasoning skills might be particularly quick to finish a tangram puzzle, a game in which smaller shapes must combine to form a larger shape.  Someone with good spatial abilities might also be good at thinking about how an object will look when rotated.  These Skills are valuable in many real world situations and can be improved with practice.  Many  tests of spatial ability have been developed, as well as mental exercises meant to improve these reasoning skills. Therefore secondary school children’s learning of mathematical concepts in relation to spatial ability   is found very significant for the present study.

Key words: Learning mathematical concepts,   Spatial ability, Secondary school pupils.