The Preference of Visualization in Teaching and Learning Absolute Value

Autor/inn/en	Konyalioglu, Alper Cihan; Aksu, Zeki; Senel, Esma Ozge
Titel	The Preference of Visualization in Teaching and Learning Absolute Value
Quelle	In: International Journal of Mathematical Education in Science and Technology, 43 (2012) 5, S.613-626 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2011.633627
Schlagwörter	Student Evaluation; Foreign Countries; Mathematical Concepts; Visualization; Mathematics Teachers; Mathematics Instruction; Problem Solving; Grade 9; Case Studies; Interviews; Mathematics Education; Geometric Concepts; Algebra; Case Method (Teaching Technique); Turkey + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Ausland; Visualisation; Visualisierung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Problemlösen; School year 09; 9. Schuljahr; Schuljahr 09; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Mathematische Bildung; Elementare Geometrie; Case method; Fallmethode; Türkei
Abstract	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. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10