The Role of Visual Representations in Advanced Mathematical Problem Solving: An Examination of Expert-Novice Similarities and Differences

Autor/inn/en	Stylianou, Despina A.; Silver, Edward A.
Titel	The Role of Visual Representations in Advanced Mathematical Problem Solving: An Examination of Expert-Novice Similarities and Differences
Quelle	In: Mathematical Thinking and Learning: An International Journal, 6 (2004) 4, S.353-387 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Undergraduate Students; Problem Solving; Higher Education; College Mathematics; Mathematics Skills; Professional Personnel; Visual Aids + Suchen Sie Ihr Suchwort? Problemlösen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Personalbestand; Anschauungsmaterial
Abstract	Expert mathematicians are contrasted with undergraduate students through a two-part analysis of the potential and actual use of visual representations in problem solving. In the first part, a classification task is used to indicate the extent to which visual representations are perceived as having potential utility for advanced mathematical problem solving. The analysis reveals that both experts and novices perceive visual representation use as a viable strategy. However, the two groups judge visual representations likely to be useful with different sets of problems. Novices generally indicate that visual representations would likely be useful mostly for geometry problems, whereas the experts indicate potential application to a wider variety of problems. In the second part, written solutions to problems and verbal protocols of problem-solving episodes are analyzed to determine the frequency, nature, and function of the visual representations actually used during problem solving. 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 representations. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10