Session Information
24 SES 03, Creative Learning Systems in Mathematics Education
Paper Session
Contribution
There are researches about visualization’s importance and place in mathematics and mathematics education with different perspectives. This difference caused to occur more than one definition about this concept. However, when these definitions are analyzed, it can be seen that a cognitive process that follow a two way between individual’s comprehension and external objects or events was frequently mentioned (Borba and Villarreal, 2005, p.81). While some researchers are emphasizing this process’ one way (from individual’s comprehension to external objects or vice versa), some of them claim that this process works in two-way (Zaskis, Dubinsky and Dautermann, 1996) and the students who are flexible to switch between the two of them are more successful (Arcavi, 2003; Presmeg and Balderas-Cañas, 2001). In this context, visualization can be defined an act in which an individual establishes a strong connection between an internal construct and something to which access is gained through the senses (Zaskis, Dubinsky and Dautermann, 1996). According to Zaskis, Dubinsky and Deutermann this connections can be made in two directions: any mental construction of objects or processes that an individual associates with objects or events perceived by her or him as external or the construction, on some external medium such as paper, chalkboard or computer screen, of objects or events that the individual identifies with object(s) or process(es) in her or his mind. The aim of this study is to identify the factors effecting the preservice mathematics teachers' problem solving success when they are using visual reasoning to solve problems in integral concept.
Method
Expected Outcomes
References
Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational Studies in Mathematics,52, 215–241. Borba, M. C. & Villarreal, M. E. (2005). Visualization, mathematics education and computer environments. In B. S. Jones, & R. Z. Smith (Eds.), Humans-with-Media and the Reorganization of Mathematical Thinking (pp.89). USA: Springer Science+Business Media, Inc.. Presmeg, N. & Balderas-Cañas, P.E. (2001). Visualization and Affect in Nonroutine Problem Solving Mathematical Thinking and Learning, 3(4), 289–313. Zaskis, R., Dubinsky, E.,&Dautermann. J. (1996). Coordinating visual and analytic strategies:A study of students’ understanding of the group D4, Journal for Research in Mathematics Education, 27, 435–457.
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