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Visual Processing During Mathematical Problem Solving


Campbell, KJ and Collis, KF and Watson, JM, Visual Processing During Mathematical Problem Solving, Educational Studies in Mathematics, 28, (2) pp. 177-194. ISSN 0013-1954 (1995) [Refereed Article]

DOI: doi:10.1007/BF01295792


This study investigated, in the context of mathematical problem solving by secondary school students, the nature of the visual schemata which Johnson (1987) hypothesises mediate between logical propositional structures and "rich" specific visual images. Four groups of grade 10 students were studied, representing all combinations of high and low operational ability in mathematics (equivalent to Johnson's logical propositional structures) and high and low vividness of visual imagery (corresponding to Johnson's "rich" images). The results suggested first, that success at problem solving was related to logical operational ability, but not to vividness of visual imagery. Second, a variety of visually based strategies were used during problem solving which differed in their level of generality and abstraction, and use of these strategies appeared related to either logical operational ability or vividness of visual imagery, depending on their level of abstraction. The results supported Presmeg's (1992b) continuum of abstraction of image schemata. © 1995 Kluwer Academic Publishers.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Collis, KF (Professor Kevin Collis)
UTAS Author:Watson, JM (Professor Jane Watson)
ID Code:3725
Year Published:1995
Deposited By:Education
Deposited On:1995-08-01
Last Modified:2011-08-22

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