The preference of visualization in teaching and learning absolute value

Autor:	Esma Özge Şenel, Zeki Aksu, Alper Cihan Konyalioglu
Rok vydání:	2011
Předmět:	Mathematics (miscellaneous) Process (engineering) Applied Mathematics ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Absolute value (algebra) Algebra over a field Mathematics instruction Preference Education Visualization Mathematics
Zdroj:	International Journal of Mathematical Education in Science and Technology. :1-14
ISSN:	1464-5211 0020-739X
DOI:	10.1080/0020739x.2011.633627
Popis:	Visualization is mostly despised although it complements and – sometimes – guides the analytical process. This study mainly investigates teachers’ preferences concerning the use of the visualization method and determines the extent to which they encourage their students to make use of it within the problem-solving process. This study was conducted for the ninth-grade students and their mathematics teacher in a social science intensive public school in the city of Erzurum, Turkey. Utilizing case study as the preferred method, data were collected through observations, interviews and student evaluations. This study revealed that visualization has a positive effect at the preliminary phases of teaching the absolute value concept but generates a lack of stimulation during problem solving in further phases of the instruction. This could be explained as a result of current examination system which requires a habituation of the analytical process in solving mathematical questions.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::4e8050960081409f9fde164bb6f2a256 https://doi.org/10.1080/0020739x.2011.633627 Zobrazit plný text záznamu