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Connecting Research to Teaching
Connecting Research to Teaching: Visual and Analytic Thinking in Calculus

 

September 2009, Volume 103, Issue 2, Page 140

Abstract:

 

Bridging the gap between research and practice by describing current research and then demonstrating its importance and applicability to practicing classroom teachers. Helps teachers understand students’ conceptions or misconceptions of important ideas, consider various approaches to teaching, and offer activities that probe students’ understanding.  This issue: The view that imagery can hinder mathematical thinking might surprise some mathematics educators who contend that learners’ conceptual understanding is enriched whenever visual imagery is used. In two contrasting cases, we present the view that dynamic visual images, without support from analytic thinking, can be a hindrance in constructing mathematical meaning—contrary to the “panacea” view of imagery that is sometimes expressed.

 

Keywords:
Integrals
Article
Grades 9-12
Research
Teacher
Professional Development / Teacher Education
Representation