Research on Visualization in Learning and Teaching Mathematics

Presmeg, Norma

doi:10.1163/9789087901127_009

Cited by 239 publications

(80 citation statements)

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“…geometry), visualization is an indispensable part of the learning process and students' problem solutions. In other fields of mathematics, visualization may not be an important part of the process of acquiring knowledge, but can often be used as a means of solving problems (Presmeg, 2006). One of these areas of mathematics is, according to Zahner and Corter (2010), the probability where visualization can help a student not only to understand the task assignment but also to look for problem solving strategy.…”

Section: Visualization In Process Of Solving Probability Tasksmentioning

confidence: 99%

Interactive Learning Environment Supporting Visualization in the Teaching of Probability

Lukáč

Gavala

2019

International Journal of Information and Communication Technologies in Education

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The probability is exceptional in the teaching of mathematics because students often have difficulties to understand the basic terms and the problem solving strategies. Understanding lacks of the probability concept and various types of misconceptions arise from the misleading intuition and misinterpretations of experience with the stochastic phenomena. The probability concept seems too abstract to some students therefore it is advisable to use mathematical problems based on real-life ideas, such as drug efficacy testing, tests for diagnosing of diseases in medicine, sports competitions, and games. By eliminating misconceptions and improving understanding of the problem solving strategies, it is possible to use various types of visualization to solve problems from this field of mathematics. Tables and different types of graphic diagrams can help students to understand the basic rules and problem solving techniques. This paper describes the main objectives and the structure of an interactive worksheet, prepared in spreadsheet environment, in which students are guided to use the visualization to solve probability problems. The implementation of an automatic feedback enables to evaluate the students' answers. In the case of incorrect answer, solutions of the additional tasks using tree diagram or a tangram are recommended to the students. Students can decide which type of the visualization is more understandable for them to solve the probability of random events. Solving different task sequences using the selected types of visualization allows more learning paths for students. The final part of the paper contains an evaluation of the results and experiences of problem solving in the teaching of probability at grammar schools. KEYWORDSMisconceptions, visualization, teaching of the probability, interactive worksheet, problem solving.

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Section: Visualization In Process Of Solving Probability Tasksmentioning

confidence: 99%

Interactive Learning Environment Supporting Visualization in the Teaching of Probability

Lukáč

Gavala

2019

International Journal of Information and Communication Technologies in Education

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“…Image typology and the use of visualization were analyzed as per Presmeg ( 2006 ) andde Guzmán ( 2002 ). Presmeg describes images as both functional distinctions between types of imagery and products (concrete pictorial, kinesthetic, dynamic and patterned imagery; memory images of formulae).…”

Section: Visualizationmentioning

confidence: 99%

From beliefs to dynamic affect systems in mathematics education

Pepin¹,

Rösken-Winter²

2015

Advances in Mathematics Education

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“…The Filipino students excel in knowledge acquisition but fare considerably low in lessons requiring higherorder thinking skills (Dinglasan & Patena, 2013;Ganal & Guiab, 2014). Even college students are not exempted from the problems in learning and mastering mathematics (Americans, 2009;Presmeg, 2006). Students' performance in mathematics, as indicated by the grades they achieved, is affected by various factors.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Performance of Students in a Philippine State University

Guinocor¹,

Almerino²,

Mamites³

et al. 2020

INT ELECT J MATH ED

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Teaching and understanding mathematics is a significant concern in any educational system. Largish efforts are made by various researchers to find out the causes of students' performance in the subject. Despite every one of these endeavors issues still, endure. The researchers used a descriptive-correlational design to gather data through an adopted survey tool for study habits and attitudes. The study was conducted at the Cebu Technological University San Francisco Campus, Cebu, Philippines. The respondents were the 52 Education students who were enrolled in the mathematics program; they answered the survey of study habits and attitudes. The gathered data were treated using frequency, simple percentage, weighted mean, Pearson r, and t-test. It was found out that there is a significant positive high correlation between the study orientations of the students considering their academic performance in terms of their Graded Point Average (GPA) in Mathematics subjects. It was concluded that the study orientations of students differ. The researchers recommend conducting a further study on the effectiveness of the developed research-based study strategies.

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Research on Visualization in Learning and Teaching Mathematics

Cited by 239 publications

References 0 publications

Interactive Learning Environment Supporting Visualization in the Teaching of Probability

Interactive Learning Environment Supporting Visualization in the Teaching of Probability

From beliefs to dynamic affect systems in mathematics education

Mathematics Performance of Students in a Philippine State University

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