visual representations in math disadvantages

Mathematics problems are often contextualized using text, such as in story problems, but they can also be contextual-ized with visual representations (e.g., McNeil et al., 2009). However, there is little data about how visual representations such as context-relevant illustrations affect performance. It

Mathematics te[tbooNs Xse a Zide variety of visXal representations, inclding diagrams, tables, graphs, decorative images, and photographs. Given stdents fr eent se of tetboos and the large nmber of visal representations in these tetboos, nderstanding ho different types of visXal representations affect problem solving and learning is critical.

Despite the notable number of publications on the benefits of using visual representations in a variety of fields (Meyer, Höllerer, Jancsary, & Van Leeuwen, 2013), few studies have systematically investigated the possible pitfalls that exist when creating or interpreting visual representations.Some information visualization researchers, however, have raised the issue and called to action ...

The current study provides a meta-analysis of global research on using representations to support the learning of mathematics in Pre-K through Grade 5. A total of 13 primary studies encompassing 1,941 subjects was analyzed. The weighted mean effect size for the 13 studies was reported to be ES = 0.53 (SE = 0.05).

Visual thinking is widespread in mathematical practice, and has diverse cognitive and epistemic purposes. This entry discusses potential roles of visual thinking in proving and in discovering, with some examples, and epistemic difficulties and limitations are considered. Also discussed is the bearing of epistemic uses of visual representations ...

on. using. visual representations of mathematical ideas in the classroom. We then provide the design of the project in terms of the training for teachers and also in terms of measuring the outcomes of the project. The results of the project are then presented, and then the conclusions that are drawn from the project.

Thinking about many possible visual representations is the first step in creating a good one for students. The Progressions published in tandem with the Common Core State Standards for mathematics are one resource for finding specific visual models based on grade level and standard. In my fifth-grade example, what I constructed was a sequenced ...

A visual image, as the product of visualisation, is defined as "a mental construct depicting visual or spatial information" (Presmeg, 2006, p.207). Visual representations, on the other hand, are the tools (diagrams or spatial arrangements) that may support visualisation (Duval, 2014). As a process, visualisation influences our thinking, but ...

Visualization in mathematics learning is not new. Because mathematics involves the use of signs such as symbols and diagrams to represent abstract notions, there is a spatial aspect involved, that is, visualization is implicated in its representation. However, in contrast with the millennia in which mathematics has existed as a discipline ...

Students' Natural Use of Visual Representations in Mathematics. A reasonable starting point for examining the extent to which students create external visual representations is in the context of everyday problem solving. Contexts where students learn mathematics in a traditionally, symbolic intensive manner and where there is little formal ...

Visual representations are a powerful way for students to access abstract mathematical ideas. To be college and career ready, students need to be able to draw a situation, graph lists of data, or place numbers on a number line. Developing this strategy early during the elementary grades gives students tools for engaging with—and ways of ...

trisomy 21. visual supports. This paper briefly overviews my research in supporting children to learn number concepts by relating number words, research-based visual supports, and math symbols. My research has focused on finding powerful visual images (concrete objects or math drawings) that work in classrooms conceptually and practically.

The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. Despite a wealth of research in science education on visual representations, the emphasis of such research has mainly been on the conceptual understanding when using ...

Visualization, as both the product and the process of creation, interpretation and reflection upon pictures and images, is gaining increased visibility in mathematics and mathematics education. This paper is an attempt to define visualization and to analyze, exemplify and reflect upon the many different and rich roles it can and should play in the learning and the doing of mathematics. At the ...

The use of visual representation is o ne method that can be utiliz ed to teach mathematics. I t is. any method for producing pictures, diagrams, or animations to convey a point. Since the ...

Creating a visual representation to solve a problem in mathematics is a process that involves: identifying the goal of the problem. Students with LDs struggle with visual representation in mathematics because they typically have difficulties processing information (Swanson, Lussier, & Orosco, 2013).

learning mathematics. Representation is a sign or combination of signs, characters, diagram, objects, pictures, or graphs, which can be utilized in teaching and learning mathematics. Normally, there are four modes of representations in the domain of mathematics: (1) verbal, (2) graphic (3) algebraic, and (4) numeric.

Experts construct visual representations more frequently than do novices and use them as dynamic objects to explore the problem space qualitatively, to develop a better understanding of the problem situation, and to guide their solution planning and enactment of problem-solving activity. In contrast, novices typically make little use of visual ...

The present study examined effects of these visual representations on acquisition of fraction knowledge. In Experiment 1, elementary school students learned aspects of fraction arithmetic with a visual representation or with standard symbolic notation alone. Results found no advantage for the inclusion of a visual representation.

of visual conventions (Avgerinou, 2007), and different cul-tural backgrounds (Avgerinou, 2007; Forsythe, 2011). At the same time, Knox's (2007) study has shown emerging con-ventions in visual design, whereas Machin and Van Leeuwen (2007) have discussed the increasing institutionalization of visual cues in global media (in Meyer et al., 2013).

We aim to provide an overview of the common pitfalls and potential disadvantages of visual representations based on a multidisciplinary literature review. Subsequently, we develop a theoretically grounded classification of common cognitive, emotional, and social risks of visualization and populate it with a comprehensive list of visualization ...

ulative. These static visual representations are not true virtual manipulatives. In contrast, dynamic visual representations of concrete manipulatives are essentially "objects." They are visual images on the computer that are just like pictures in books, drawings on an over-head projector, sketches on a chalkboard, and so on.

Watch the video lessons below and see how the teacher uses many different representations to build the concept of units of two. You might like to see if you can identify the purpose of each representation, before you check in the dropdowns: 1. Build the concept of units of 2 and count the number of groups of 2. Watch on.

Using a computational model to quantify difficulty in reconstructing images from compressed codes, Lin et al. show that reconstruction errors interface perception and memory by modulating how well ...