The article deals with the geometric imagination in relation to intelligence tests. During an exploratory investigation of geometric imagination of pupils aged 15-18 years, a non-standardized test was created and evaluated, testing the partial and combinative abilities of students of this age group. The test consists of 40 tasks, and its evaluation process also contains a comparison of the results based on gender and mathematics mark.
A pilot study concerning rudimentary knowledge of triangles and spatial imagination is submitted to 7th-grade pupils of an elementary school and students of the same age at a grammar school. The theory is important but practical problems are more interesting for students. Problems in spatial imagination allow a teacher to specify the level of students' mathematical abilities. The aim of this pre-research is to compare knowledge of pupils of an elementary school and a grammar school.
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The contribution deals with demonstration of „Geometrical folder" in plane and space as a tool for pupil 's imagination development. The example of task in the plane is to fold step by step various plane patterns from a set of "universal" patterns as parts. Analogically, the example of task in space is to complete specified body from a set of various parts. Using this exercises I investigate a difference of a space imagination between boys and girls, and between younger and older students.
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