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Lack of instructional methods and the inability to incorporate technologies into the classroom are the main reasons why many students cannot acquire mathematical knowledge and skills. The problem is that many educators may underestimate the usefulness of technologies and visualization techniques as tools that can facilitate both teaching and learning. Thus, there is a need to address these issues in order to make mathematical education more productive and interesting.
Overall, the existing studies indicate that visual aids can greatly assist children who only learn the basic principles of mathematical thinking (DeWindt-King & Goldin, 2003, p. 1). They can help teachers illustrate the connections between theoretical knowledge and its practical applications. So, they can make problem-solving more meaningful. Apart from that, these aids will enable students to better understand abstract notions and mechanisms (Arcavi, 2003, p. 215).
Moreover, existing information technologies, especially Internet-based solutions can be a good supplement at every stage of mathematical education (Crawford & Brown, 2003, p. 169). Still, the studies were done in this area also indicate that there is further necessity to develop visualization techniques and adjust them to the needs of mathematical education.
The main suggestion is that teachers of mathematics should gain more insights into the advantages and disadvantages of various visual models. To understand this issue, one had to see how students use visualization techniques for acquiring new knowledge.
One also has to determine when these techniques are most or least effective. Educators need to understand how students use these models to learn mathematical operations, formulas, or theorems. Finally, researchers should develop methods of incorporating information technologies into the structure of the learning environment. By answering these questions, they will ensure that every student has better opportunities for learning mathematics and other disciplines that use mathematical knowledge.
Reference List
Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational Studies in Mathematics, 52(3): 215-24.
Crawford, C. & Brown, E. (2003). Integrating internet-based mathematical manipulatives within a learning environment. Journal of Computers in Mathematics and Science Teaching. 22(2): 169-180.
DeWindt-King, A.M. and Goldin, G. (2003). Childrens Visual Imagery: Aspects of Cognitive Representation in Solving Problems with Fractions. Mediterranean Journal for Research in Mathematics Education, 2 (1): 1-42.
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