Section 4.3 explored the use
of visuals, especially applets in teaching mathematics. Applets enable teachers
and students to alter graphical content with changing inputs. The Unit also
critically enquires if all the claims that are being made in the use of visuals
are real.
Self-test 4.3
List four benefits of using visualisation
in the teaching of mathematics and list four uncertainties about the value of
visualisation in a tabular form below:
Benefits
Uncertainties
Suggested answers:
Benefits
Uncertainties
Visually based teaching helps students
who otherwise may be excluded because of personal challenges regarding
abstractions
The type of visual best suited for a
particular abstract; visuals do not help in developing critical thinking or
abstract reasoning skills
Visuals connect mathematical concepts
to problem solving
Visuals do not represent real world
experience of mathematicians; scientists and engineers read visual
representations differently from mathematicians
Visuals connect mathematical reasoning
to eye-hand coordination
Mathematics does not always work with
consistent visuals; mathematics continuously develops new diagrammatic
representations
Early mathematical learning in children
can be enhanced through presenting numbers through visualisation
Lack of evidence establishing strong
relationships between kinaesthetic reasoning and mathematical practice
Self-test 4.3