Document Type : Original Article
- 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.
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.
- Zimmermann, W., & Cunningham, S. (1991). Visualization in teaching and learning mathematics. Washington, DC.
- Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational studies in mathematics, 52(3), 215-241. https://doi.org/10.1023/A:1024312321077
- Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454-455.
- Presmeg, N. C. (1986). Visualisation and mathematical giftedness. Educational studies in mathematics, 17(3), 297-311. https://doi.org/10.1007/BF00305075
- Gardner, H. E. (1973). The arts and human development a psychological study of the artistic process. Basic Books.
- Fischbein, H. (1987). Intuition in science and mathematics: an educational approach(Vol. 5). Springer Science & Business Media.
- Diezmann, C., & English, L. (2001). Promoting the use of diagrams as tools for thinking. The roles of representation in school mathematics: 2001 yearbook, 77-89.
- Arnheim, R. (1991). Outer space and inner space. Leonardo, 24(1), 73-74.
- Presmeg, N. (2006). Research on visualization in learning and teaching mathematics: emergence from psychology. In Handbook of research on the psychology of mathematics education (pp. 205-235). Brill.
- Sedig, K., & Sumner, M. (2006). Characterizing interaction with visual mathematical representations. International journal of computers for mathematical learning, 11(1), 1-55. https://doi.org/10.1007/s10758-006-0001-z
- Ben-Chaim, D. (1989). The role of visualization in the middle school mathematics curriculum. Focus on learning problems in mathematics, 11(1), 49-60.
- Moreno, R., Ozogul, G., & Reisslein, M. (2011). Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions. Journal of educational psychology, 103(1), 32-47. https://faculty.engineering.asu.edu/mre/wp-content/uploads/sites/31/2020/02/AbsConJEP.pdf
- Aspinwall, L., Shaw, K. L., & Presmeg, N. C. (1997). Uncontrollable mental imagery: graphical connections between a function and its derivative. Educational studies in mathematics, 33(3), 301-317.
- Baker, B., Cooley, L., & Trigueros, M. (2000). A calculus graphing schema. Journal for research in mathematics education, 31(5), 557-578.
- Monk, P. (2003). Finite element methods for Maxwell's equations. Oxford University Press.