n Learning and Teaching Mathematics - Visualising series

Volume 2009, Issue 7
  • ISSN : 1990-6811


Visualisation is recognised as being a central component in mathematical activity (Cunningham, 1991; Hershkowitz et al., 2001; Arcavi, 2003). Furthermore, visualisation as both the product and process of creating, interpreting and reflecting upon images, is gaining increased focus in the fields of both mathematics and mathematics education (Zimmermann and Cunningham, 1991; Arcavi, 2003). It has even been suggested that visual thinking may well become "...the primary way of thinking in the future" (Hershkowitz and Markovits, 1992:38).

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