Document Type : Original Article
Authors
- Laxmi Rathour 1
- Dragan Obradovic 2
- Shiv Kant Tiwari 3
- Lakshmi Narayan Mishra 4
- Vishnu Narayan Mishra 5
1 Ward Number – 16, Bhagatbandh, Anuppur 484 224, Madhya Pradesh, India.
2 Elementary School "Jovan Cvijic", Kostolac-Pozarevac, Teacher of Мathematics, Serbia.
3 Department of Mathematics, L. E. College, Morbi-363 642, Gujarat, India.
4 Department of Mathematics, School of Advanced Sciences, Vellore Institute of Technology, Vellore 632 014, Tamil Nadu, India.
5 Department of Mathematics, Indira Gandhi National Tribal University, Lalpur, Amarkantak 484 887, Madhya Pradesh, India.
Abstract
Developing students’ educational abilities has always been one of the most urgent. The more fully a student's potential is realized, the more success a person will be able to achieve in life and career. One of the effective technologies for activating learning is the method of visualizing educational information. The history of visualization in mathematics education is very long. Since the beginning of the year 1980s, mathematics professors have been interested in the practical challenges of teaching visualization, in the visualization of mathematics as an exhibit in school or in accordance with educational psychology, and are looking for theoretical frameworks.
Keywords
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