Visualization of the Geometry Problems in Primary Math Education (Needs and Challenges)
Abstract
The visualization as an approach in the teaching process is not only limited representation of drawings in order to illustrate certain objects or concepts, but it is used in every step of solving mathematical problems, especially in the geometry. It is thought that mathematics is more "abstract world", which examines objects and concepts quite different from physical phenomena that rely on visualization with all its various forms and levels. In this paper we analyzed the perceptions and attitudes about the use of ICT tools for visualization as a "modern" approach for solving geometry problems in primary schools in Macedonia. The obtained results of the research are processed with the software package SPSS19. Observations are discussed and there are given conclusions and recommendations.References
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[2] Bishop, A. (1989). Review of research in visualization in mathematics education. Focus on Learning Problems in Mathematics, 11(1): 7-16.
[3] Dvora, T. & Dreyfus, T. (2004). Unjustified assumptions based on diagrams in geometry. In M. J. Hоines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, (v.2, 311-318). Bergen : Bergen University College
[4] Eisenberg T. and Dreyfus, T. (1991). On the Reluctance to Visualize in Mathematics. In Zimmermann W. and Cunningham S. (Eds.), Visualization in teaching and learning mathematics, (pp. 25-37). Washington, DC: Mathematical Association of America.
[5] Hershkowitz, R. (1989). Visualization in geometry – two sides of the coin. Focus on Learning Problems in Mathematics, 11: 61-76.
[6] Kosslyn, S., (1996). Image and Brain. MIT Press.
[7] Hoffmann, D., (1998). Visual Intelligence: How we create what we see? Norton.
[8] Liang, HN, and Sedig, K. (2010). Can interactive visualization tools engage and support pre-university students in exploring non-trivial mathematical concepts?, Computers & Education, 54(4): 972-991.
[9] Presmeg, N.C. (1986). Visualisation in high school mathematics. For the Learning of Mathematics, 6(3): 42-46.
[10] Rahim, M. H., Sawada, D., (1990). The duality of qualitative and quantitative knowing in school geometry. International Journal of Mathematical Education in Science and Technology, 21(2): 303-308.
[11] Sullivan, J. M., Mathematical pictures (2012): Visualization, art and outreach. In E. Behrends, N. Crato, and J. F. Rodrigues (Eds.). Raising Public Awareness of Mathematics, (pp. 279–293). Springer
[12] Tall, D., Vinner S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2): 151-169.
[13] Whiteley, W., (2004). Visualization in Mathematics, www.math.yorku.ca/whiteley
[14] Whiteley, W., (2000). Dynamic geometry programs and the practice of geometry, www.math.yorku.ca/whiteley/