The Importance of Diagrams, Graphics and Other Visual Representations in STEM Teaching

Gates, Peter

doi:10.1007/978-981-10-5448-8_9

Cited by 21 publications

(10 citation statements)

References 58 publications

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“…Using images to teach and learn mathematics can have its limitations. As previously mentioned, Gates (2018) argues that it is not always easy to work out what images are supposed to represent. Furthermore, Ozdamli and Ozdal (2018), for example, found that teachers do not always want to use visual representations of mathematical concepts, because it can be time-consuming for them to find or create these visual representations and it adds to their workload.…”

Section: Passively Received Visualisation (Prv)mentioning

confidence: 99%

Visualisation to support children with attention‐deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial

Almuwaiziri

Trakulphadetkrai

Williams

2023

British J Special Edu

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Mathematical word problems can be defined as descriptions of circumstances involving one or more problems that can be solved by performing appropriate mathematical operations on given numerical information (Verschaffel et al., 2010(Verschaffel et al., , 2020. As word problems are often presented in everyday contexts, they represent the interaction between mathematics and real life (Moleko, 2021). Solving word problems involves multiple

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Section: Passively Received Visualisation (Prv)mentioning

confidence: 99%

Visualisation to support children with attention‐deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial

Almuwaiziri

Trakulphadetkrai

Williams

2023

British J Special Edu

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“…In a usual condition, learning materials and other sources of information are commonly prepared in two forms: text and diagrams. The usual utilizations of these two main sources of information can promote the process of accommodation and assimilation, which then result to a much deeper understanding of concepts (Gates, 2018). Students' knowledge about the subject or students' conceptual understanding about the domain develop when text and other graphical representations from graphs are linked and connected properly (Schnotz & Bannert, 2003).…”

Section: Integration Of Construction and Extraction Of The Graphmentioning

confidence: 99%

Improving students graphing skills and conceptual understanding using explicit Graphical Physics Instructions

Bahtaji

2020

CJES

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The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of graphs, while the third group was instructed to construct graphs independently. The groups were compared with respect to their scores in the graphing skills and achievement tests before and after the instructions. The group that received supportive intervention in construction and extraction of graphs attained the highest number of high-level graphs constructed and obtained the highest increase in the achievement test scores after the instruction. The results revealed that the use of the supportive graphical intervention in the construction and extraction of graphs improved the graphing skills and conceptual understanding of students, especially for those who experienced difficulties in dealing graphs. Keywords: Graphical interventions, construction of graph, interpretation of graph, graphing skills, conceptual understanding;

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“…They may need help understanding mathematics concepts if presented purely verbally. To cater to visual learners, educators can use visual aids such as graphs, charts, and diagrams to represent mathematical concepts (Gates, 2018). Additionally, educators can use videos and animations to present complex mathematical concepts in a more accessible manner (Sheridan et al, 2020).…”

Section: A Introductionmentioning

confidence: 99%

Pedagogical Exemplars for Mathematics Across Learning Styles

Ocampo¹,

Siahaan

Sinaga

et al. 2023

edu

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This study investigated the effectiveness of different pedagogical exemplars for teaching mathematics across various learning styles using multimedia technology. The study utilized a quasi-experimental design. The experimental group received the intervention through an interactive computer presentation program, while the control group used the standard dialogue and discussion techniques. The study used survey questionnaires adapted from BARSCH's Learning Style Inventory and self-made pre-and post-tests to measure students' learning and engagement. The research findings revealed that students with different learning styles benefited differently from multimedia-assisted instruction, suggesting the importance of considering individual differences in instructional design. The use of multimedia technology in teaching mathematics facilitates the learning process of students with different learning styles. The results of this study also support the importance of using statistical analysis to evaluate the effectiveness of educational interventions and to inform evidence-based decision-making in education. This study identified the most effective pedagogical exemplars for each learning style and highlighted the benefits of interactive media teaching mathematics. These findings suggest that teaching methods that align with students' learning styles can improve academic performance

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The Importance of Diagrams, Graphics and Other Visual Representations in STEM Teaching

Cited by 21 publications

References 58 publications

Visualisation to support children with attention‐deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial

Visualisation to support children with attention‐deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial

Improving students graphing skills and conceptual understanding using explicit Graphical Physics Instructions

Pedagogical Exemplars for Mathematics Across Learning Styles

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