Visualization in Mathematics, Reading and Science Education

Phillips, Linda M.; Norris, Stephen R.; Macnab, John S.

doi:10.1007/978-90-481-8816-1

Cited by 65 publications

(47 citation statements)

References 66 publications

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“…It was based on the finding of [13]. For further research [9], showed that the contextual problem solving, mathematical visualization appeared for understanding the problem with the aim of making it easy to construct his understanding in the form of picture, pattern to help to get solution.…”

Section: Discussionmentioning

confidence: 99%

“…According to [13] in defining "visualization", there were so many findings such as visualization, visual literacy, and image which were often applied and could be changed through literature. Mathematical visualization was a mental ability or a mental activity where an individual improved the connection between an internal construct and something which accessed through senses [1].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Mathematical visualization was a mental ability or a mental activity where an individual improved the connection between an internal construct and something which accessed through senses [1]. Mathematical visualization was an ability to image, change, generalize, communicate, prove, imagine visual information, which played main role in understanding picture/visual [14]. Visualization was a process in forming image through an action where an individual formed strong relation between thought with something accessed through senses [15].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…While, according to [13] visualization process were: 1) understanding,to understand the relation of items presented in the problem; 2) connecting, to connect some knowledge which was owned in solving the problem; 3) constructing,to construct a visual representation (both in mental and in external such as paper or through technology tools); 4) using, finishing the problem by using visual representation; and 5) encoding, to give a code for the answer. Based on the case, mathematical visualization was based on some following aspects: generating, inspecting, transforming, and evaluating.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

Utomo¹,

Juniati²,

Siswono³

2017

AIP Conference Proceedings

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

Utomo¹,

Juniati²,

Siswono³

2017

AIP Conference Proceedings

View full text Add to dashboard Cite

“…Mathematicians and scientists have a consensus on the idea that visuals play a central role in cognitive processes (Phillips et al, 2010). Although the models examining the effects of visuals predominantly try to explain learning situations, theoretical assumptions make these models relevant for test situations as well (Sternberg, 1999c).…”

Section: Introductionmentioning

confidence: 99%

Examination of test and item statistics from visual and verbal mathematics questions

Alpayar¹,

Gülleroğlu²

2017

Educ. Res. Rev.

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The aim of this research is to determine whether students' test performance and approaches to test questions change based on the type of mathematics questions (visual or verbal) administered to them. This research is based on a mixed-design model. The quantitative data are gathered from 297 seventh grade students, attending seven different middle schools in Cankaya, Ankara. Of all the students who participated in the research, qualitative data were gathered from 10 of them. In this research, seventh grade mathematics achievement test was developed by the researchers in visual and verbal forms. 10 of the students were selected and interviewed by utilizing semi-structured interview form. From the findings of the study, there was significant difference between the test scores and response time of the two forms in favor of visual form. The difference between item statistics is changeable in terms of the function of the visual. The results of the interviews showed that students have positive views toward visual questions. The students' perceptions of the use of visual in mathematics questions are examined in three main categories: preferability, comprehensiveness and responsibility of the questions.

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Exploring the Visuospatial Challenge of Learning About Day and Night and the Sun's Path

2013

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The role of visualization and model‐based reasoning has become increasingly significant in science education across a range of contexts. It is generally recognized that supporting learning in developing causal explanations for observed astronomical events presents considerable pedagogic challenge. Understanding the Sun's apparent movement across the sky requires a sophisticated interpretation of visuospatial relations. This study explores how preservice teachers employ models in reasoning about this phenomenon. It adopts a research methodology that attempts to capture the fine detail of learning using a range of strategies to determine student teachers’ use of models in visuospatial reasoning. This included individual learners documenting their responses during taught sessions as part of the process of capturing their personal perceptions. Student reflections on their own learning were subsequently discussed during follow‐up audiotaped interviews. The findings revealed four different models of visuospatial reasoning used by the student teachers and highlighted subtle differences between individuals. The ways participants used these to make sense of the phenomenon and how this contributes to our understanding of model‐based reasoning in basic astronomy are discussed. © 2013 Wiley Periodicals, Inc. Sci Ed 97:772–796, 2013

show abstract

Visualization in Mathematics, Reading and Science Education

Cited by 65 publications

References 66 publications

Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

Examination of test and item statistics from visual and verbal mathematics questions

Exploring the Visuospatial Challenge of Learning About Day and Night and the Sun's Path

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