CHAPTER 5: DATA PRESENTATION
5.4 Exploring visualisation
“I hear and I forget. I see and I remember. I do and I understand.” Confucius
Teaching abstract concepts in mathematics has indicated major stumbling blocks in the teaching and learning of mathematics (Uvisha, 2017). As such, traditional teaching methods are being improved and new methods have been introduced and tried in different learning environments. In his study, Elliot (2001) argues that visualisation is the process of forming and creating pictures, images, and diagrams in the mind. These pictures have the potential to unlock understanding and may assist the learner in grasping concepts being taught. This is done with the purpose of depicting and communicating information, so that previously developed unknown ideas and advance comprehension skills.
The researcher believes that mathematics classrooms can be successful if abstract concepts can be brought into reality through different ways. Content presented in the form of images helps the learner conceptualise abstract concepts with better understanding. The researcher noted the power that technology-based tools hold in assisting the learner to develop internal images and symbolic representations that can be used later. Visual images play a large role in grasping mathematical concepts. When participants were asked why they used technology-based-tools, they responded as follows:
Rose: “…I find that if learners have seen a picture or a diagram especially a colourful one it’s not a challenge for them to remember…without visuals most concepts in mathematics would not make sense to most learners… maybe it’s one of the reasons why mathematics is being failed at a high rate…learners struggle to grasp the concepts if they are taught in an abstract manner…I teach concepts like capacity and volume using colourful images and learners find it easy to remember
…”
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Orchid: “…there are some concepts like capacity and volume that can't be explained abstractly… when taught using pictures, permanent images in their minds can’t be deleted...”
Figure 5: Different containers showing volume (use of colourful liquids)
Figure 4 shows images of containers with capacity and volume. In the Grade 4 class, the participant taught capacity and volume. She showed the difference between the two using different colourful liquids to fill up the containers on the screen. Learners were also given a chance to fill up the containers to show different volumes. Use of colour excited the learners and they could be heard saying the names of different liquids depending on the colour of the liquid used to fill up the containers
Gathesole & Alloway (2008) argue that teaching using images has the possibility of developing and strengthening the learners’ imagination which may help the learner to form and organize mathematical concepts. They further point out that visualisation is assumed to have played a vital role in problem-solving and general working memory. Other researchers (Chaimaine, 2011; Touw, 2019) also argued that concentration and attention may be heightened by use of colourful moving images. The concrete representations offer a closer correspondence with the described situation hence promoting better performance in mathematics classrooms. Thus, in order to teach mathematics effectively, the explanation of concepts must be aided with concrete objects or images must be used to help the learners to visualise the concept. Orchid used an interactive board to show the difference between a two-dimensional and a three-dimensional shape. The cube shown on the whiteboard was
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opened and different learners were asked to put in marbles of their own choice. The teacher went on to compare it with a square which is a flat shape and gave learners a chance to look at three dimensional shapes on display. Learners kept referring to shapes which were shown on the interactive whiteboard. They were fully engaged and showed interest throughout the lesson;
Azalia: “…this is what technology does, it brings images into reality as learners can see colourful pictures with their own eyes…They learn better by seeing images and eventually they form concepts and this even helps the learner who is slow in grasping concepts…and at the same time motivating the fast learners…
Figure 6: Visual learners can see colourful 3D shapes.
The transcripts from the questionnaire from other participants were as follows:
Lily: “…they see something and it sticks in their minds. A passionate and creative teacher knows that. Our interactive boards are excellent when it comes to that…”
For most learners it becomes easier to remember what they have seen. The use of images cannot be ignored in mathematics classrooms as it is one of the successful methods of assisting learners to fully grasp the concept. When referring to previous concepts, the teacher mostly described a certain picture to remind learners which assisted them in remembering.
After the lesson, the learners had a folder of shapes, they would read the characteristics of a certain shape and at the end say what the shape is. For each correct answer the picture of that shape pops up (on their iPads) and they move to the next one. Emmanuel (2011) argues that visualisation is a powerful tool in mathematics used in different classrooms to support the understanding of the concept by letting learners visualize through picture representation.
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He further points out that technology tools have raised the possibility of visual representation which plays a huge role in mathematical reasoning, investigation and argument. The use of colourful images and pictures is beneficial to the learners in mathematics classrooms.