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.