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Journal articles on the topic 'Visual mathematics'

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Published: 4 June 2021
Last updated: 30 January 2023

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1

Bixler, Harry, and Michele Emmer. "Visual Mathematics." College Mathematics Journal 26, no. 4 (September 1995): 341. http://dx.doi.org/10.2307/2687041.

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2

Radovic, Ljiljana, and Slavik Jablan. "Visual communication through visual mathematics." Filomat 23, no. 2 (2009): 56–67. http://dx.doi.org/10.2298/fil0902056r.

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In this paper we present some possibilities how different areas of visual mathematics (symmetry in art and science, isometric symmetry groups, similarity symmetry, modularity, antisymmetry, tessellations, theory of proportions, theory of visual perception, perspective, anamorphoses, visual illusions, ethnomathematics, mirror curves, optiles, fractal structures) can be used as a tool of visual communication. The paper also contains (in parts) a description of the course 'Visual Mathematics and Design' organized at the Faculty of Information Technologies (Belgrade).
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3

Do’stov, Sunnatullo, Axtamqul A’zamqulov, and Anvar Yusupov. "Visual approach to higher mathematics." Общество и инновации 3, no. 2 (April 12, 2022): 211–16. http://dx.doi.org/10.47689/2181-1415-vol3-iss2-pp211-216.

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The article discusses the possibilities of visualizing abstract mathematical concepts with the help of computer programs for educational purposes. The use of the interactive geometric environment GeoGebra in the study of certain topics of higher mathematics at the university contributes to the formation of visual representations of the studied mathematical objects.
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4

Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (April 14, 2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.

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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols
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5

Emmer, Michele. "Art and Visual Mathematics." Leonardo 27, no. 3 (1994): 237. http://dx.doi.org/10.2307/1576060.

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6

Brosnan, Patricia A. "Visual Mathematics: Using Geoboards." TEACHING Exceptional Children 29, no. 3 (January 1997): 18–22. http://dx.doi.org/10.1177/004005999702900303.

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7

Sourin, Alexei, and Lei Wei. "Visual immersive haptic mathematics." Virtual Reality 13, no. 4 (September 2, 2009): 221–34. http://dx.doi.org/10.1007/s10055-009-0133-2.

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8

Mihajlov-Carević, Miroslava, Milena Petrović, and Nebojša Denić. "Modern technologies and visual-logical approach in mathematics teaching." Ekonomski izazovi 9, no. 17 (2020): 80–88. http://dx.doi.org/10.5937/ekoizazov2017080m.

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In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching AIDS. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. The results of the research we conducted with primary and secondary school students showed the lack of visual-logical approach of students during the learning of mathematics as well as in solving mathematical problems. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.
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9

Bremigan, Elizabeth George. "Activites for Students: Dynamic Diagrams." Mathematics Teacher 94, no. 7 (October 2001): 566–74. http://dx.doi.org/10.5951/mt.94.7.0566.

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Reasoning with visual representations is an important component in solving many mathematical problems and in understanding many mathematical concepts and procedures. Students at all levels of mathematics frequently encounter visual representations—for example, diagrams, figures, and graphs—in discussions of mathematical ideas, in mathematics textbooks, and on tests. Teachers often use visual representations in the classroom when they present a mathematical problem, explain a problem's solution, or illustrate a mathematical concept. Although they frequently encounter and use visual representations in the mathematics classroom, neither teachers nor students may explicitly recognize the power of reasoning with visual representations or the potential for misconceptions that can arise from their use.
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10

Estri, Fadhila Kurnia, and Ibrahim Ibrahim. "Mathematical logical intelligences as a predictor of mathematics learning outcomes." Math Didactic: Jurnal Pendidikan Matematika 7, no. 1 (May 15, 2021): 86–100. http://dx.doi.org/10.33654/math.v7i1.1146.

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Penelitian ini dimaksudkan guna mengetahui prediksi hasil belajar matematika siswa mengacu dari kecerdasan logis matematis serta kecerdasan visual spasial. Penelitian ini menerapkan pendekatan kuantitatif, jenis penelitian korelasional. Penelitian dilaksanakan di SMP Negeri 16 Yogyakarta. Sampel yang digunakan sebanyak 36 siswa, metode penentuan sampel memakai cluster random sampling. Adapun instrumen yang dipakai guna menghimpun data yaitu skala kecerdasan logis matematis serta visual spasial. Teknik analisis data pada penelitian ini memakai analisis regresi ganda menggunakan software SPSS 25. Hasil penelitian menunjukkan jika kecerdasan logis matematis dan visual spasial terbukti sebagai prediktor hasil belajar matematika siswa kelas VIII SMP Negeri 16 Yogyakarta.
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11

Trance, Naci John C., Roger B. Marapo, and Jonny B. Pornel. "Students' Visual Representation of Mathematics." Journal of The Korean Association For Science Education 32, no. 8 (October 31, 2012): 1318–32. http://dx.doi.org/10.14697/jkase.2012.32.8.1318.

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12

Jarvis, Daniel. "Math Roots: Mathematics and Visual Arts: Exploring the Golden Ratio." Mathematics Teaching in the Middle School 12, no. 8 (April 2007): 467–73. http://dx.doi.org/10.5951/mtms.12.8.0467.

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Mathematics and visual arts have long shared aspects of both form and function. One such ancient connection is found in the golden ratio. This article introduces the reader to this unique mathematical phenomenon in three separate contexts: (1) historical, (2) mathematical, and (3) pedagogical. A brief history of this fascinating number, various teaching strategies, and a project for middle school mathematics students will be explored. A list of resources is given for further study.
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13

Bennett, Albert B., and Eugene Maier. "A Visual Approach to Solving Mixture Problems." Mathematics Teacher 89, no. 2 (February 1996): 108–11. http://dx.doi.org/10.5951/mt.89.2.0108.

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In the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), the 9–12 standards call for a shift from a curriculum dominated by memorization of isolated facts and procedures to one that emphasizes conceptual understandings, multiple representations and connections, mathematical modeling, and mathematical problem solving. One approach that affords opportunities for achieving these objectives is the use of diagrams and drawings. The familiar saying “A picture is worth a thousand words” could well be modified for mathematics to “A picture is worth a thousand numbers.” As an example of visual approaches in algebra, this article uses diagrams to solve mixture problems.
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14

GEÇİCİ, Mehmet Ertürk, and Elif TÜRNÜKLÜ. "Visual Reasoning in Mathematics Education: A Conceptual Framework Proposal." Acta Didactica Napocensia 14, no. 1 (July 2021): 115–26. http://dx.doi.org/10.24193/adn.14.1.9.

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Abstract: Reasoning is handled as a basic process skill in mathematics teaching. When the literature was examined, it was seen that many types of reasoning related to mathematics education were mentioned. In the present study, it was focused on visual reasoning, which is one of the types of reasoning and also used in different research areas. The purpose of the study was to propose a conceptual framework for what visual reasoning is and what its components are. The conceptual framework constructed consists of three components as visual representation using, visualization, and transition to mathematical thinking. In this framework, a clear distinction was made between the concepts of visual reasoning and visualization, which are thought to be intertwined with each other in the literature. At the same time, we tried to explain where visualization will take place in visual reasoning. Additionally, how visual reasoning will relate to mathematical thinking also distinguishes the framework from other frameworks.
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15

Ivanova, O. V. "SMART lecture as modular visualization of mathematical information in higher education." Informatics and education, no. 6 (October 13, 2020): 27–35. http://dx.doi.org/10.32517/0234-0453-2020-35-6-27-35.

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The article reveals the problem of teaching higher mathematics to students studying in non-mathematical areas of training, based on the process of modular visualization of mathematical information. The relevance of the study is confirmed by foreign and domestic psychological and pedagogical studies on the development of visual thinking, the foundation of which is the discovery of the functional asymmetry of the cerebral hemispheres. The purpose of the article is to identify the effectiveness of using SMART-lectures in teaching higher mathematics for the process of developing visual thinking, which helps to increase the effectiveness of teaching. The study is carried out by integrating interactive computer technology and visual education in higher mathematics. Solving research problems is aimed at using interactive computer technologies, in particular, at using interactive whiteboards in teaching higher mathematics. The concepts of modular visualization, visual training are revealed, the main means of visual training, interactive computer technologies are given and explained, referring to the analysis of various approaches to their interpretations. For the first time, a SMART lecture is described and justified as one of the interactive forms of organizing visual education in higher mathematics, which contains all the components of visual education identified by the author. The effectiveness of SMART lectures for the process of developing visual thinking in teaching higher mathematics, which contributes to the effectiveness of learning, has been experimentally substantiated. The necessity of visual means of interactive computer technology as an integral part of modern education is emphasized. It is concluded that the implementation of such interactive forms of organizing visual education in higher mathematics as a SMART lecture promotes the development of visual education in teaching higher mathematics, activates students in the educational process, thereby increasing the effectiveness of training.
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16

Altıntaş, Esra. "THE CHANGE OF VISUAL MATHEMATICS LITERAC." Ekev Akademi Dergisi, no. 88 (January 1, 2021): 137–58. http://dx.doi.org/10.17753/ekev2158.

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17

Aloimonos, John (Yiannis), and Dimitris P. Tsakiris. "On the visual mathematics of tracking." Image and Vision Computing 9, no. 4 (August 1991): 235–51. http://dx.doi.org/10.1016/0262-8856(91)90028-n.

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18

Just, Angela, and Jennifer D. Cribbs. "Focusing on Visual Representations in Mathematics." Mathematics Teacher: Learning and Teaching PK-12 113, no. 12 (December 2020): e100-e106. http://dx.doi.org/10.5951/mtlt.2019.0139.

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19

Pizlo, Zygmunt, Azriel Rosenfeld, and Isaac Weiss. "Visual Space: Mathematics, Engineering, and Science." Computer Vision and Image Understanding 65, no. 3 (March 1997): 450–54. http://dx.doi.org/10.1006/cviu.1996.0498.

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20

Haciomeroglu, Erhan Selcuk, Leslie Aspinwall, and Norma C. Presmeg. "Connecting Research to Teaching: Visual and Analytic Thinking in Calculus." Mathematics Teacher 103, no. 2 (September 2009): 140–45. http://dx.doi.org/10.5951/mt.103.2.0140.

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A frequent message in mathematics education focuses on the benefits of multiple representations of mathematical concepts (Aspinwall and Shaw 2002). The National Council of Teachers of Mathematics, for instance, claims that “different representations support different ways of thinking about and manipulating mathematical objects” (NCTM 2000, p. 360). A recommendation conveyed in the ongoing calculus reform movement is that students should use multiple representations and make connections among them so that they can develop deeper and more robust understanding of the concepts.
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21

Haciomeroglu, Erhan Selcuk, Leslie Aspinwall, and Norma C. Presmeg. "Connecting Research to Teaching: Visual and Analytic Thinking in Calculus." Mathematics Teacher 103, no. 2 (September 2009): 140–45. http://dx.doi.org/10.5951/mt.103.2.0140.

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A frequent message in mathematics education focuses on the benefits of multiple representations of mathematical concepts (Aspinwall and Shaw 2002). The National Council of Teachers of Mathematics, for instance, claims that “different representations support different ways of thinking about and manipulating mathematical objects” (NCTM 2000, p. 360). A recommendation conveyed in the ongoing calculus reform movement is that students should use multiple representations and make connections among them so that they can develop deeper and more robust understanding of the concepts.
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22

Listianingsih, Ani, and Suherman Suherman. "ANALISIS PEMAHAMAN KONSEP MATEMATIS: DAMPAK HABITS OF MIND DENGAN VISUAL THINGKING." Hipotenusa Journal of Research Mathematics Education (HJRME) 5, no. 2 (August 21, 2022): 1–18. http://dx.doi.org/10.36269/hjrme.v5i2.798.

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Low understanding of mathematical concepts in mathematical learning is due to a lack of learning strategies. Therefore, this study aims to analyze the influence of Habits of Mind (HOM) on students' visual thinking in understanding mathematical concepts. Costa and Kallick's 16-category HOM questionnaires were used as research instruments. Data analysis techniques used data reduction, data presentation, and conclusion withdrawal. Based on the results of data analysis, it is known not to have the ability habits of mindfully. The results showed the profile of HOM in the understanding of the mathematics of students with visual thinking is still classified as sufficient criteria. And overall, the average Habits of Mind indicator obtained is 66.61% included in the requirements enough. Students who have Habits of Mind and good visual thinking will more easily understand mathematics. In contrast, Habits of Mind and visual thinking that is not good will be more difficult to understand mathematics.
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23

Cipta, Dyah Ayu Sulistyaning, Donna Avianty, and Anik Kurniawati. "Communication Board As Apparatus Montessori In Learning Mathematics Of Autism Students." Ukrainian Journal of Educational Studies and Information Technology 7, no. 3 (October 1, 2019): 25–31. http://dx.doi.org/10.32919/uesit.2019.03.03.

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So far, the research of mathematics teachers and teachers is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be possessed by everyone, including students with special needs. This study used the descriptive qualitative method. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. From the research results several Montessori apparatuses were used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.
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24

Asdar, A., F. Fajar, and R. Rahmawati. "Deskripsi Kesulitan Belajar Matematika Siswa pada Materi Bangun Datar Ditinjau dari Segi Kemampuan Koneksi Matematika Siswa." Issues in Mathematics Education (IMED) 5, no. 1 (March 28, 2021): 1. http://dx.doi.org/10.35580/imed19906.

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Penelitian ini bertujuan untuk mengetahui deskripsi kesulitan siswa dalam belajar matematika pada pokok bahasan bangun datar, ditinjau dari segi kemampuan koneksi matematika siswa. Penelitian ini adalah penelitian kualitatif menggunakan pendekatan deskriptif. Pengambilan subjek dilakukan dengan memberikan lembar tes kemampuan koneksi matematika kepada siswa kelas VIII yang kemudian dari hasil tersebut dipilih secara purposive 5 subjek. Instrumen yang digunakan adalah instrumen tes kemampuan koneksi, tes diagnostik kesulitan belajar dan pedoman wawancara. Indikator kesulitan belajar yaitu abnormalitas persepsi visual, gangguan hubungan keruangan, asosiasi visual-motor, kesulitan memahami simbol, kesulitan bahasa dan membaca. Hasil penelitian menunjukkan : 1) subjek dengan kemampuan koneksi matematika baik sekali mengalami gangguan hubungan keruangan, 2) subjek dengan kemampuan koneksi matematika baik mengalami gangguan hubungan keruangan dan asosiasi visual motor, 3) subjek dengan kemampuan koneksi matematika cukup mengalami abnormalitas persepsi visual, gangguan hubungan keruangan dan asosiasi visual motor, 4) subjek dengan kemampuan koneksi matematika kurang mengalami gangguan hubungan keruangan, asosiasi visual motor, abnormalitas persepsi visual, kesulitan bahasa dan membaca, 5) subjek dengan kemampuan koneksi matematika sangat kurang mengalami kesulitan disemua indikator kesulitan belajar.Kata Kunci: Kesulitan Belajar, Kemampuan Koneksi Matematika, Bangun Datar This research aims to know the description of students' learning difficulties in learning mathematics on the topik of Plane viewed from students' mathematical connection ability. This research is descriptive research using a qualitative approach. Retrieval of the subject is formed by providing mathematical connection ability tests to students of class VIII and from the result of mathematical connection ability selected purposively 5 subjects. The instrument in this research is the test of mathematics connection ability, a diagnostik test of mathematics learning difficulties, and interview guidelines. Students' learning difficulties analyzed base on 5 indicators of learning difficulties, it contains abnormality of visual perception, interference of spatial relation, the association of visual-motor, difficulty in understanding symbol, difficulty in language and reading. The results showed that (1) subject with very good mathematical connection ability feel difficult in interference of spatial relation, (2) subject with good mathematical connection ability find difficulties in interference of spatial relation and association of visual-motor, (3) subject with moderate mathematical connection ability find difficulties in abnormality of visual perception, interference of spatial relation and association of visual-motor, (4) subject with low mathematical connection ability find difficulties in interference of spatial relation, association of visual-motor, abnormality in visual perception, difficulty in language and reading, (5) subject with very low mathematical connection ability experience difficulties in all the indicators of learning difficulties.Keywords: Learning Difficulty, Connection Ability, Mathematics, Plane
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25

Salazar Sutil, Nicolas. "Performance/mathematics: a dramatisation of mathematical methods." International Journal of Performance Arts and Digital Media 10, no. 2 (July 3, 2014): 143–58. http://dx.doi.org/10.1080/14794713.2014.946283.

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26

Lalli, Laura Tedeschini. "Mathematical Machines: A Laboratory for Mathematics." Nexus Network Journal 11, no. 2 (July 2009): 317–24. http://dx.doi.org/10.1007/s00004-009-0095-4.

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27

Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (July 14, 2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.

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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research is descriptive with qualitative approach that aimed to describe the complete mathematical representation of vocational high school students in solving a quadratic equation in terms. The research phase begins with the selection of research subjects were determined by gender and math skills test results were similar. Having chosen the subject and the continuation of the problem solving quadratic equations and interviews. The validity of the data using a triangulation of time that is giving the task of solving a quadratic equation are equal at different times. The results of this study as the mathematic description shows that vocational high school students in solving quadratic equations problem according to Polya step problem solving
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28

Tuktamyshov, N. K., and T. Yu Gorskaya. "On the role of visualization in teaching mathematics (using an example of the concept of function)." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 3 (2022): 51–58. http://dx.doi.org/10.18323/2221-5662-2022-3-51-58.

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In the teaching community, there is an ongoing discussion about the difference between visual and analytical thinking and the issues of psychological-pedagogical argumentation of the concept of visual teaching mathematics. Following the discussion, this paper is aimed to identify visual images understanding. The research objective is to identify the role of images in the formation of mathematical concepts (using an example of the concept of function). The novelty of the work is that an image is considered not as a result but as a condition for mathematical concept understanding. The authors used theoretical and experimental methods of study (the analysis of psychological and pedagogical sources, testing, and survey). To achieve the goal, special examinational questions were developed. The authors identified the role of influence of using images and concepts initially existing in the student’s mind on the efficiency of understanding the essence of a mathematical concept. The study revealed that students who have the skills of both visual and analytical thinking demonstrate the best results of understanding mathematical concepts. The research shows that visual and analytical types of thinking not always comply with each other, therefore, methodologically verified teaching mathematical concepts and relations should be proportionally balanced. The prevalence of any type of thinking by the students is individual. The essential prerequisite for successful application of visual teaching methods is to take into account the initial images, ideas, and associations of students in teaching. Visualization is an important method of learning mathematics; however, understanding mathematical concepts does not suppose isomorphism between understanding of a concept and its image.
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Makamure, Chipo, and Zingiswa M. Jojo. "Visual-spatial Skills and Mathematics Content Conceptualisation for Pre-service Teachers." Indonesian Journal of Science and Mathematics Education 4, no. 3 (November 20, 2021): 223–41. http://dx.doi.org/10.24042/ijsme.v4i3.9842.

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Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models to solve mathematical problems in coordinate geometry. The study established that the spatial orientation skills of pre-service teachers determine their performance in mathematics, especially coordinate geometry.
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Syamsuadi, Ahmad Aas, A. Aspar, and Andi Alim Syahri. "DESCRIPTION OF MATHEMATICS PROBLEM SOLVING ABILITY IN TERMS OF LEARNING STYLE." MaPan 9, no. 2 (December 30, 2021): 280. http://dx.doi.org/10.24252/mapan.2021v9n2a6.

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This study aims to describe and determine students' abilities to solve mathematical problems that focus on visual and auditory learning styles. Subjects are eighth-grade students from junior high school in Bulukumba district. This research is descriptive qualitative, which seeks to determine and describe the mathematical problem solving ability in terms of student learning styles. Data is collected using questionnaires, tests, and interviews. The use of questionnaires describes visual learning styles and auditory learning styles. Two numbers of the test determine mathematics problem solving ability in Polya's step, and interviews confirm mathematics problem solving ability. The data analysis techniques are reduction, presentation, and verification. Based on the results, the first subject with a visual learning style can fulfill all the indicators of Polya's steps, but another one is just three indicators. The first subject with an auditory learning style can meet all Polya's steps, but the other can fulfill three indicators.
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31

Klingenberg, Oliv G., Anne H. Holkesvik, and Liv Berit Augestad. "Digital learning in mathematics for students with severe visual impairment: A systematic review." British Journal of Visual Impairment 38, no. 1 (September 25, 2019): 38–57. http://dx.doi.org/10.1177/0264619619876975.

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Mathematical education is currently undergoing significant changes that are driven by technology and digital-based learning. Students with visual impairments (VI) may face different challenges in mathematical education due to a lack of accessible materials designed to support the development of conceptual understanding in mathematics. The aim of the study was to summarize current evidence-based knowledge about e-learning in mathematics among students with severe VI. A systematic review was conducted of articles published from January 2000 to November 2017. A total of 13 publications met the inclusion criteria, of which 12 reported studies with an intervention or an experimental design and one had a cross-sectional design. The number of students with VI varied from three to 16 ( Mage = 19 years). Four publications reported either ophthalmic diagnoses or World Health Organization’s (WHO) definition of vision loss. The mathematical training was reported as lasting from one session to 18 weeks of training. Eight papers reported the use of audio-based applications as learning aids. The authors conclude that interactive e-learning with audio and tactile learning programmes may be a useful resource for students with VI to enhance their mathematical skills. However, there is lack of evidence for how digital technologies improve inclusion potentials and learning in mathematics for students with VI, and hence, there is a need for additional research and more reflection on the subject.
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Shannon, Anthony G., and Seamus A. Power. "Natural Mathematics, the Fibonacci Numbers and Aesthetics in Art." JOURNAL OF ADVANCES IN MATHEMATICS 17 (October 28, 2019): 248–54. http://dx.doi.org/10.24297/jam.v17i0.8479.

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The Mathematics of beauty and beauty in mathematics are important ingredients in learning in the liberal arts. The Fibonacci numbers play an important and useful role in this. This paper seeks to present and illustrate a grounding of visual aesthetics in natural mathematical principles, centered upon the Fibonacci numbers. The specific natural mathematical principles investigated are the Fibonacci numbers, the Fibonacci Spiral, and the Cosmic Bud.
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33

Kroesbergen, Evelyn H., and Marloes van Dijk. "Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 102–9. http://dx.doi.org/10.1027/2151-2604/a000208.

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Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.
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Ratumanan, Tanwey Gerson, Carolina Selfisina Ayal, and Pieter Z. Tupamahu. "MATHEMATICAL REPRESENTATION ABILITY OF MATHEMATICS EDUCATION STUDY PROGRAM STUDENTS." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 1 (June 30, 2022): 50–59. http://dx.doi.org/10.30598/jupitekvol5iss1pp50-59.

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This research is descriptive because it aims to describe students' mathematical representation ability. Mathematical representation is related to ways of expressing mathematical ideas. Mathematical representation is divided into verbal, visual/pictorial, and symbolic representations. The subjects of this study were 40 new Mathematics Education study program students. Data were collected using test and interview techniques. Furthermore, the data were analyzed using descriptive and qualitative statistics. The results showed that only 10% of the students had the mathematical representation ability in the good category, 12.5% in the moderate category, 10% in the poor category, and 67,5% in the very poor category. In detail, for verbal skills, there is 2.5% in the very good category, 7.5% in the good category, 17.5% in the moderate category, 15% in the poor category, and 55% in the very poor category. For the ability of visual/pictorial representation, there is 2.5% in the very good category, 7.5% in the good category, 12.5% in the moderate category, 7.5% in the poor category, and 70% in the very poor category. Furthermore, for the symbolic representation ability, 10% is in a good category, 10% in the moderate category, 7.5% in the poor category, and 72.5% in the very poor category. Based on the classroom observation and interview, the low mathematical representation ability is caused by two main things, namely (1) relatively low prerequisite knowledge and (2) mathematics learning, which is dominated mainly by teachers; learning does not provide opportunities for students to develop mathematical representation skills
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Svitek, Szilárd, Norbert Annuš, and Ferdinánd Filip. "Math Can Be Visual—Teaching and Understanding Arithmetical Functions through Visualization." Mathematics 10, no. 15 (July 28, 2022): 2656. http://dx.doi.org/10.3390/math10152656.

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Number theory is an area of mathematics not unknown to students majoring in mathematics teaching. As early as in junior high, they may encounter basic number theory concepts such as prime numbers, multiples, divisors, or even the fundamental theorem of arithmetic—the proof of which, however, will only be included in the university curriculum of mathematics teacher students. When teaching number theory, in addition to inspiring and motivating students, it is important to have them ask the right questions. Proofs are important, but so is the proper formulation of mathematical conjectures, not to mention intuitions regarding mathematical properties and relationships. These processes are facilitated by the software used, developed to visualize functions related to number theory. Our study aims to assess the relevance of visualization in the teaching and understanding of certain arithmetic functions among mathematics teacher students. Furthermore, we aim to investigate the practical usability of our visualization software, relying on student feedback. According to our results, students found the software useful, as it helped them to discover previously unknown relationships in the examined arithmetic functions. We may conclude our software fills a niche, with student feedback indicating its usefulness.
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Shin, Mikyung, Diane P. Bryant, Brian R. Bryant, John W. McKenna, Fangjuan Hou, and Min Wook Ok. "Virtual Manipulatives." Intervention in School and Clinic 52, no. 3 (July 28, 2016): 148–53. http://dx.doi.org/10.1177/1053451216644830.

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Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models) can be used as tools for students while actively engaging in learning mathematics. This article discusses (a) technology trends in teaching mathematics to students with learning disabilities, (b) virtual manipulatives as instructional mathematical tools for use in the classroom, (c) the benefits of using virtual manipulatives, and (d) potential challenges with using virtual manipulatives for instructional purposes.
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Dalinger, V. A. "TEACHING MATHEMATICS BASED ON COGNITIVE-VISUAL TECHNOLOGY." Научное обозрение. Педагогические науки (Scientific Review. Pedagogical Sciences), no. 1 2020 (2020): 22–26. http://dx.doi.org/10.17513/srps.2268.

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Arana, A. "Visual Thinking in Mathematics * By MARCUS GIAQUINTO." Analysis 69, no. 2 (April 1, 2009): 401–3. http://dx.doi.org/10.1093/analys/anp030.

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Aso, Kazutoshi. "VISUAL IMAGES AS EDUCATIONAL MATERIALS IN MATHEMATICS." Community College Journal of Research and Practice 25, no. 5-6 (June 2001): 355–60. http://dx.doi.org/10.1080/106689201750192184.

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Portaankorva-Koivisto, Päivi, and Mirka Havinga. "Integrative phenomena in visual arts and mathematics." Journal of Mathematics and the Arts 13, no. 1-2 (April 3, 2019): 4–24. http://dx.doi.org/10.1080/17513472.2018.1504269.

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Bouck, Emily C., and Nancy K. Meyer. "eText, Mathematics, and Students with Visual Impairments." TEACHING Exceptional Children 45, no. 2 (November 2012): 42–49. http://dx.doi.org/10.1177/004005991204500206.

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Andriani, Wiwik, and Nurmayaningsih Nurmayaningsih. "Mathematical Communication Profiles on Learning Styles in Solving High School Level Mathematics Problems." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 8, no. 3 (December 11, 2020): 213. http://dx.doi.org/10.26858/jdm.v8i3.15852.

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This study aims to see the mathematics communication of students in terms of learning styles in solving high school mathematics problems. The focus of this research is: students' mathematics communication in terms of visual learning styles, mathematics communication in terms of auditory learning styles, mathematics communication in terms of kinesthetic learning styles. The subjects of this study were students at SMA Negeri 1 Gowa who were grouped based on their learning styles. The research instrument is the researcher himself, because the researcher himself plans what to ask the research subjects. Data collection techniques are carried out by providing learning style questionnaires, carrying out written tests to see mathematical communication skills, and interview guidelines. This study used technical triangulation with data analysis techniques, namely data presentation, data reduction, and conclusions. The results of this study indicate that the level of mathematics communication can be seen from the learning styles of students. Students with visual and auditory learning styles are able to solve mathematical problems completely and in detail, are able to use mathematical ideas, are able to use mathematical notations and symbols to determine answer conclusions. Students who have a kinesthetic learning style are also able to solve mathematical problems in their own style and way, namely a shorter way, being able to use mathematical ideas, symbols and mathematical notations in solving problems, but they do not provide conclusions from the answers that are done
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43

Duran, Murat, and Mehmet Bekdemir. "Evaluation of visual math literacy self efficacy perception with visual mathematics accomplishment." Pegem Eğitim ve Öğretim Dergisi 3, no. 3 (September 1, 2013): 27–40. http://dx.doi.org/10.14527/c3s3m3.

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The aim of this study is to determine the relationship between visual math literacy self-efficacy perceptions and visual mathematics accomplishments of primary school 7th grade students. The explanatory design of mixed method, that allows use of qualitative and quantitative data together, was employed in the study. The quantitative part of the study carried out on 467 randomly selected students studying on 7th grade of 12 primary schools in the second semester of 2010-2011 academic terms in a city of the Eastern Anatolia region of Turkey. The qualitative part of the study was conducted on 60 students that were chosen with purposeful sampling methodology from a primary school in the same city in the same semester and 7th grade students. According to the results of the study; there is a positive directional, medium and significant correlation between visual math literacy self-efficacy perception and visual mathematics accomplishment. Furthermore, the visual math literacy self efficacy perception is meaningfully a predictor for the visual mathematics accomplishment. As it was expressed by the most of the students who responded interview protocol, these statistical results mesh with the review like "being visual math literate increase accomplishment in visual math".
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Silviana, Dewi, and Arnasari Merdekawati Hadi. "Profil Kemampuan Komunikasi Visual-Verbal Dalam Pemecahan Masalah Matematika." MANDALIKA Mathematics and Educations Journal 1, no. 2 (December 31, 2019): 87. http://dx.doi.org/10.29303/mandalika.v1i2.1570.

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This research aim to discusses the profile of visual-verbal communication ability in mathematical problem solving from students' mathematics learning achievement. The instruments in this study were the researchers themselves, visual-verbal communication mathematics problem solving test and interview guidelines. Subjects in this study were 2 students with high learning achievement (PBT), 2 students with moderate learning achievement (PBS), and 2 students with low learning achievement (PBR). The results showed that students with high learning achievement improve verbal communication and mathematical communication skills that are more complicated than students with learning achievement who are solving mathematical problems. Meanwhile, students with low learning achievement solve problems by communicating verbal mathematical symbol. AbstrakPenelitian ini bertujuan mengungkap profil kemampuan komunikasi visual-verbal dalam pemecahan masalah matematika dilihat dari prestasi belajar matematika siswa. Instrumen dalam penelitian ini adalah peneliti sendiri, tes pemecahan masalah matematika komunikasi visual-verbal dan pedoman wawancara. Subjek penelitian terdiri dari 2 orang siswa prestasi belajar tinggi (PBT), 2 orang siswa prestasi belajar sedang (PBS), dan 2 orang siswa prestasi belajar rendah (PBR). Hasil penelitian menunjukkan bahwa siswa dengan prestasi belajar tinggi meningkatkan kemampuan komunikasi visual dan matematis verbal yang lebih rumit dari siswa dengan prestasi belajar sedang memecahkan masalah matematika. Sementara, siswa dengan prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal. Siswa prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal.
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45

Silviana, Dewi, and Arnasari Merdekawati Hadi. "Profil Kemampuan Komunikasi Visual-Verbal Dalam Pemecahan Masalah Matematika." Mandalika Mathematics and Educations Journal 1, no. 2 (December 31, 2019): 87–94. http://dx.doi.org/10.29303/jm.v1i2.1570.

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This research aim to discusses the profile of visual-verbal communication ability in mathematical problem solving from students' mathematics learning achievement. The instruments in this study were the researchers themselves, visual-verbal communication mathematics problem solving test and interview guidelines. Subjects in this study were 2 students with high learning achievement (PBT), 2 students with moderate learning achievement (PBS), and 2 students with low learning achievement (PBR). The results showed that students with high learning achievement improve verbal communication and mathematical communication skills that are more complicated than students with learning achievement who are solving mathematical problems. Meanwhile, students with low learning achievement solve problems by communicating verbal mathematical symbol. AbstrakPenelitian ini bertujuan mengungkap profil kemampuan komunikasi visual-verbal dalam pemecahan masalah matematika dilihat dari prestasi belajar matematika siswa. Instrumen dalam penelitian ini adalah peneliti sendiri, tes pemecahan masalah matematika komunikasi visual-verbal dan pedoman wawancara. Subjek penelitian terdiri dari 2 orang siswa prestasi belajar tinggi (PBT), 2 orang siswa prestasi belajar sedang (PBS), dan 2 orang siswa prestasi belajar rendah (PBR). Hasil penelitian menunjukkan bahwa siswa dengan prestasi belajar tinggi meningkatkan kemampuan komunikasi visual dan matematis verbal yang lebih rumit dari siswa dengan prestasi belajar sedang memecahkan masalah matematika. Sementara, siswa dengan prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal. Siswa prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal.ÂÂ
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46

Yanti, Helmi, Zaenuri Zaenuri, and Walid Walid. "KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI RELASI DAN FUNGSI DI PONDOK PESANTREN ANSHOR AL SUNNAH." Jurnal Kajian Pembelajaran Matematika 5, no. 1 (April 29, 2021): 42. http://dx.doi.org/10.17977/um076v5i12021p42-53.

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Research purposes for describing student ability communication. Research population is purposive grade VIII Anshor Al Sunnah boarding school in academic year 2020/2021. Research sample is student grade VIII A at boarding school Anshor Al Sunnah. Research aminstrument is mathematics communication ability. The data analysis in descriptive. Research findings total is 37.5 percent student able to use terminology, mathematics notation in view of relationship within model and situation even organize a question story. Then, total 62.5 percent student able to express mathematic ideas in oral and written and demonstrating for viewing at visual total 40 percent and 22.5 percent student able to understand, interpretation and good evaluation mathematic idea within oral and written, even though in visual, percentage ability mathematic communication is 40.6 percent with Low category.
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Waldron, Karen A., and Diane G. Saphire. "Perceptual and Academic Patterns of Learning-Disabled/Gifted Students." Perceptual and Motor Skills 74, no. 2 (April 1992): 599–609. http://dx.doi.org/10.2466/pms.1992.74.2.599.

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This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.
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Saez-Lopez, Jose-Manuel, Esteban Vazquez-Cano, and Maria-Luisa Sevillano-Garcia. "Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia." Scientia Paedagogica Experimentalis 59, no. 1 (March 2022): 29–50. http://dx.doi.org/10.57028/s59-029-z1003.

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This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants’ attitudes concerning programming applications, and their perception of advantages in the implementation of programming in mathematics. Although there is no significant improvement in learning, positive results were obtained for programming in the classroom, with significant improvements in motivation, active learning, fun, and the possibility of learning Cartesian coordinates and other mathematical concepts.
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Rubenstein, Rheta N., and Denisse R. Thompson. "Reading Visual Representations." Mathematics Teaching in the Middle School 17, no. 9 (May 2012): 544–50. http://dx.doi.org/10.5951/mathteacmiddscho.17.9.0544.

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Haryono, Agus, and Benidiktus Tanujaya. "PROFIL KEMAMPUAN PENALARAN INDUKTIF MATEMATIKA MAHASISWA PENDIDIKAN MATEMATIKA UNIPA DITINJAU DARI GAYA BELAJAR." Journal of Honai Math 1, no. 2 (October 12, 2018): 127. http://dx.doi.org/10.30862/jhm.v1i2.1049.

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<p>The purpose of this research was to study the profile of students' mathematical inductive reasoning abilities regarding visual, auditory and kinesthetic learning styles in solving mathematical problems. The research method used is qualitative with a descriptive approach. The results of the study showed that UNIPA mathematics education students tended to study with Visual Learning Styles. Students with this learning style tend to have inductive mathematical reasoning abilities that are better than inductive mathematical reasoning abilities of students learning with auditorial learning styles and those who learn with the kinesthetic learning style. Also, Mathematics Education students of the University of Papua do not have the ability to examine the validity of an argument and find patterns or characteristics of mathematical symptoms to generalize.</p>
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