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Visualisation, imagery, and the development of geometrical reasoning

Record type: Article

This report focuses on some aspects of the nature and role of visualisation and imagery in the teaching and learning of mathematics, particularly as a component in the development of geometrical reasoning. Issues briefly addressed include the relationship between imagery and perception, imagery and memory, the nature of dynamic images, and the interaction between imagery and concept development. The report concludes with a series of questions that may provide a suitable programme for research and lays the foundation for further work of the BSRLM geometry working group.

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Citation

Jones, Keith and Bills, Chris (1998) Visualisation, imagery, and the development of geometrical reasoning Proceedings of the British Society for Research into Learning Mathematics, 18, (1-2), pp. 123-128.

More information

Published date: 1998
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, deductive reasoning, proof, school, visual, visualisation, visualization, spatial, mathematising, mathematizing, communicating, communication, pupils, images, imagery, language, terminology, informal, formal, mathematical, vocabulary
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 41306
URI: http://eprints.soton.ac.uk/id/eprint/41306
ISSN: 1463-6840
PURE UUID: e9101b73-86c9-4fa9-8935-60a51f7d0b0a
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 23 Aug 2006
Last modified: 17 Jul 2017 15:31

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