1986
DOI: 10.1007/bf00305075
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Visualisation and mathematical giftedness

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Cited by 176 publications
(121 citation statements)
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“…It might appear that the research on visualization (Krutetskii, 1969(Krutetskii, , 1976Presmeg, 1986Presmeg, , 1992Presmeg, , 2006) is related to Lana and Jesse's ways of thinking about graphs. For instance, one could consider Jesse's thinking about graphs to be related to Krutetskii's visual reasoning construct, and Lana's thinking about graphs to be related to Krutetskii's analytical reasoning construct.…”
Section: Relationship Of Results To Literature On Visualizationmentioning
confidence: 99%
See 1 more Smart Citation
“…It might appear that the research on visualization (Krutetskii, 1969(Krutetskii, , 1976Presmeg, 1986Presmeg, , 1992Presmeg, , 2006) is related to Lana and Jesse's ways of thinking about graphs. For instance, one could consider Jesse's thinking about graphs to be related to Krutetskii's visual reasoning construct, and Lana's thinking about graphs to be related to Krutetskii's analytical reasoning construct.…”
Section: Relationship Of Results To Literature On Visualizationmentioning
confidence: 99%
“…For instance, one could consider Jesse's thinking about graphs to be related to Krutetskii's visual reasoning construct, and Lana's thinking about graphs to be related to Krutetskii's analytical reasoning construct. One could also view Lana's thinking as related to Presmeg's construct of prototypes (Presmeg, 1986(Presmeg, , 1992 because Lana used shapes to help her associate a face (the graph) with a name (the equation). On the other hand, the connection becomes less clear when we note that Jesse expressed his visual reasoning in symbolic notation, and Lana's interpretations of her symbolic formulations were in terms of associated shapes.…”
Section: Relationship Of Results To Literature On Visualizationmentioning
confidence: 99%
“…Out of over a thousand students, the most gifted nine were classified with five analytic (verbal logical), one geometric (visual-pictorial), two combining both (one more visual, the other more verbal) and one who was not classified. Presmeg (1986) found that the most outstanding senior school mathematics students in her study (7 pupils out of 277) were almost always nonvisualizers. Of 27 'very good' students (10% of the sample), eighteen were nonvisualizers and five were visualizers.…”
Section: The Transition From Proof In Embodiment and Symbolism To Formentioning
confidence: 78%
“…Presmeg (1992) deems that the mode of representation, namely the visual-spatial mode, plays a key role in solving problems, because such presentation "abandons specific details and sketches out a pure relationship." [7] Paul Vickers&Joe Faith used the tools of category theory to provide a general framework for understanding visualization in practice [8] , Owen G. Scott have found greater demand for the professional use of visualization in the workplace, and the evaluation frameworks for effective visualization [9] . Delinda Van Garderen emphasized that using Visual-spatial representation can enhance the abilities of mathematical problem solving [10] .…”
Section: Literature Review On Visualizationmentioning
confidence: 99%