Preference for Solution Methods and Mathematical Performance: A Critical Review

Autor/in	Mainali, Bhesh
Titel	Preference for Solution Methods and Mathematical Performance: A Critical Review
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 3, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mainali, Bhesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Teaching Methods; Mathematics Instruction; Preferences; Mathematics Achievement; Learning Processes; Cognitive Style; Visual Learning; Visual Aids; Verbal Communication; Algebra; Numbers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Visual education; Visuelles Lernen; Anschauungsmaterial; Zahlenraum
Abstract	Preferences for solution methods have an important implication teaching and learning mathematics and students' mathematical performances. In the domain of learning mathematics, there are two modes of processing mathematical information: verbal logical and visual-pictorial. Learners who process mathematical information using verbal logical and visual -pictorial modes are respectively called verbalizers and visualizers. Based on the verbalizer-visualizer continuum, students can be placed in a continuum with regard to their preference for solution methods and correlation between the two modes of thought. They belong to one of three categories: (a) visualizers (geometric), who have a preference for the use of visual solution methods, which involve graphic representation (i.e., figures, diagrams, and pictures); (b) verbalizers (analytic), who have a preference for the use of nonvisual solution methods, which involve algebraic, numeric, and verbal representation; and (c) harmonics (mixer), who use visual and verbal methods equally. Several research studies have been conducted to examine the relationship between preferences for solution methods and mathematical performances; however, no conclusive findings were reported. Regardless of inconclusive findings, it is important for students to develop preferences for both solution methods: visual and nonvisual. The mathematical instructional strategies need to equally incorporate preferences for both solution methods, utilizing different modes of mathematical representations, in order to enhance learning mathematics. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01