Visualization In Mathematics Teaching

Shivkant  Tiwari; Dragan  Obradovic; Laxmi  Rathour; Lakshmi  Narayan Mishra; Vishnu Narayan Mishra

doi:10.24297/jam.v20i.9136

Authors

Shivkant Tiwari Department of Mathematics, Lukhdhirji Engineering College, Morbi 363642, Gujarat, India
Dragan Obradovic Elementary school “Jovan Cvijic”, Kostolac-Pozarevac, Teacher of Mathematics, Serbia
Laxmi Rathour Ward number – 16, Bhagatbandh, Anuppur 484 224, Madhya Pradesh, India. rathourlaxmi562@gmail.com
Lakshmi Narayan Mishra Department of Mathematics, School of Advanced Sciences, Vellore Institute of Technology (VIT) University, Vellore 632 014, Tamil Nadu *Corresponding author
Vishnu Narayan Mishra Department of Mathematics, Indira Gandhi National Tribal University, Lalpur, Amarkantak, Anuppur 484 887, Madhya Pradesh, India,

DOI:

https://doi.org/10.24297/jam.v20i.9136

Keywords:

constructive thinking, visualization and representation, mathematics teaching, educational software

Abstract

In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching aids. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.

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