RSS feed for Using visualisation in maths teaching

Introduction

The Open University — Wed, 13 Apr 2016 23:00:00 GMT

This course looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom.

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Learning outcomes

The Open University — Wed, 13 Apr 2016 23:00:00 GMT

After studying this course, you should be able to:

demonstrate an engagement in a number of activities that involve visualisation and learning from personal experiences what it means
understand the views of a well-known mathematics educator talking about visualisation and find out how personal views compare with those of some other secondary-school mathematics teachers
identify some ways that visualising could be incorporated into a classroom and consider a number of resources that might be useful.

1. A powerful force for perception and understanding

The Open University — Wed, 13 Apr 2016 23:00:00 GMT

‘Imagery is a powerful force for perception and understanding. Being able to “see” something mentally is a common metaphor for understanding it. An image may be of some geometrical shape, or of a graph or diagram, or it may be some set of symbols or some procedure.’
(Open University, 1988, p. 10)

This course uses the word visualisation synonymously with mental imagery. It happens as we articulate our thoughts and as we understand what we are doing.

Each of the four sections in this course should further develop your thinking on visualisation.

Starters

The main purpose of this course is to encourage you to form images and be aware of your experiences of visualisation.

What does visualisation mean?

In ‘What does visualisation mean?’, you will find quotes and readings about visualisation, followed by an opportunity to compare your views with those of some other secondary-school mathematics teachers. By the end of this section you should be confident that you know what visualisation means.

In the classroom

‘In the classroom’ describes a lesson in which visualising provides an introduction for the students, another worthwhile and interesting activity, and some ways to use resources to promote and stimulate visualisation.

Conclusion

The conclusion points to some recommended books that will be useful if you want to think a little more seriously about visualisation, as well as highlighting where visualisation is incorporated into the framework for mathematics school teaching.

2. Starters

The Open University — Wed, 13 Apr 2016 23:00:00 GMT

We all have pictures in our heads but some people use them more than others.

‘Doing’ can often be the most powerful way to learn. Before discussing other people's thoughts on visualisation, it is probably worthwhile to spend some time exploring some visualisation activities with your colleagues. This should enable you to consider the next section from an experiential perspective.

Activity 1

Please click on the ‘view document’ links below to explore a range of visualisation activities. Try at least two of these.

Click 'view document' below to download Arithmetic

RSS feed for Using visualisation in maths teaching

Introduction

Learning outcomes

1. A powerful force for perception and understanding

2. Starters

Activity 1

3. What does visualisation mean?

Activity 2: Questionnaire

Answer

4. In the classroom

Case study

Transcript: Video 1

Transcript: Video 2

Transcript: Video 3

Activity 3

Conclusion

Activity 4: Further exploration

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References

Acknowledgements