A comparison of a visual-spatial approach and a verbal approach to teaching early secondary school mathematics

No abstract is available for this paper.

• Publication year

  2004

• Venue

  Unknown venue

• Publication date

  Unknown publication date

• Fields of study

  Mathematics, Computer Science, Education

• Identifiers

  No identifiers available.

• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• Cognitive Styles and Learning Strategies

  2013cited by this paper
• Relational Understanding and Instrumental Understanding.

  2006cited by this paper
• The concept of mind.

  2004cited by this paper
• One, Two, Three and Counting

  2004cited by this paper
• Development of processing capacity entails representing more complex relations: Implications for cognitive development

  2004cited by this paper
• The Use of Symbols, Words, and Diagrams as Indicators of Mathematical Cognition: A Causal Model

  2003cited by this paper
• The reliability of Riding’s Cognitive Style Analysis test

  2003cited by this paper
• The role of visual representations in the learning of mathematics

  2003cited by this paper
• The factor structure of visual imagery and spatial abilities

  2003cited by this paper
• What develops in visuo-spatial working memory development?

  2003cited by this paper
• The construction of large number representations in adults.

  2003cited by this paper
• Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference.

  2003influential reference
• Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to 'learning styles' and 'multiple intelligences'

  2003influential reference
• Dual coding versus relational processing in memory for concrete and abstract words

  2003cited by this paper
• Phonological and visual working memory in mental addition

  2003cited by this paper
• Visual mental images can be ambiguous: insights from individual differences in spatial transformation abilities.

  2002cited by this paper
• Revising the Visualizer-Verbalizer Dimension: Evidence for Two Types of Visualizers

  2002cited by this paper
• Infants' discrimination of number vs. continuous extent.

  2002cited by this paper
• Insensitivity of visual short-term memory to irrelevant visual information

  2002cited by this paper
• Visual imagery can impede reasoning

  2002cited by this paper
• Exploring the NATURE OF MATHEMATICAL activity: USING theory, research and `working hypotheses' to broaden conceptions of mathematics knowing

  2002cited by this paper
• Mathematics: A Very Short Introduction

  2002influential reference
• Understanding strategy selection

  2001cited by this paper
• Serendipity, and a Special Need.

  2001cited by this paper
• Mathematical Skills in Ninth-graders: Relationship with visuo-spatial abilities and working memory

  2001cited by this paper
• Objects, actions, and images: a perspective on early number development

  2000cited by this paper
• Neurophysiological measures of working memory and individual differences in cognitive ability and cognitive style.

  2000cited by this paper
• Sex differences in spatial cognition, computational fluency, and arithmetical reasoning.

  2000cited by this paper
• Mathematical Thinking and Intellectual Technologies: The Visual and the Algebraic

  2000cited by this paper
• Can you prove it? : developing concepts of proof in primary and secondary schools

  2000cited by this paper
• Extracting parity and magnitude from Arabic numerals: developmental changes in number processing and mental representation.

  1999cited by this paper
• Can Students Predict When Imagery Will Allow Them to Discover the Problem Solution

  1999cited by this paper
• Visualization in Mathematics Learning: Arithmetic Problem-Solving and Student Difficulties

  1999cited by this paper
• The Mathematical Brain

  1999cited by this paper
• Types of visual–spatial representations and mathematical problem solving.

  1999cited by this paper
• Consciousness, mental imagery and action

  1999cited by this paper
• The New Psychometrics: Science, Psychology and Measurement

  1998cited by this paper
• Imaging unconscious semantic priming

  1998cited by this paper
• Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: The Visualizer/Verbalizer Behavior Observation Scale (VV-BOS).

  1998cited by this paper
• SUPPORTING VISUAL AND VERBAL LEARNING PREFERENCES IN A SECOND LANGUAGE MULTIMEDIA LEARNING ENVIRONMENT

  1998cited by this paper
• Beyond the obvious : mental representations and elementary arithmetic.

  1998cited by this paper
• The Practices of Mathematicians: What do They Tell us About Coming to Know Mathematics?

  1998influential reference
• Uncontrollable Mental Imagery: Graphical Connections Between A Function And Its Derivative

  1997cited by this paper
• Individual differences and strategy selection in reasoning

  1997cited by this paper
• The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic

  1997cited by this paper
• Functional activation of the human brain during mental rotation.

  1997cited by this paper
• Functions and Calculus

  1996cited by this paper
• Coordinating Visual and Analytic Strategies: A Study of Students' Understanding of the Group D4

  1996cited by this paper
• What Was Where? Memory for Object Locations

  1996cited by this paper
• Constructivism as a liberal bourgeois discourse

  1996cited by this paper
• Mathematics Competency Test: User's Manual.

  1996cited by this paper
• Number and Arithmetic

  1996cited by this paper
• Two modes of mental representation and problem solution in syllogistic reasoning.

  1995influential reference
• IMPLICIT LEARNING AND TACIT KNOWLEDGE - AN ESSAY ON THE COGNITIVE UNCONSCIOUS - REBER,A

  1995cited by this paper
• Visual processing during mathematical problem solving

  1995cited by this paper
• Mathematics, the science of patterns : the search for order in life, mind, and the universe

  1994cited by this paper
• Eliciting Self-Explanations Improves Understanding

  1994cited by this paper
• Symbol Sense: Informal Sense-Making in Formal Mathematics.

  1994influential reference
• Really Raising Standards: Cognitive intervention and academic achievement

  1994cited by this paper
• Image and Brain

  1994influential reference
• Cortical activation during visual spatial processing: relation between hemispheric asymmetry of blood flow and performance.

  1994cited by this paper
• The mental representation of parity and number magnitude.

  1993cited by this paper
• Thoughts beyond words : When language overshadows insight

  1993cited by this paper
• Schools for Thought: A Science of Learning in the Classroom

  1993influential reference
• The effect of cognitive style and mode of presentation on learning performance.

  1993cited by this paper
• Mathematics-- the music of reason

  1992cited by this paper
• A Constructivist Alternative to the Representational View of Mind in Mathematics Education.

  1992cited by this paper
• Prototypes, metaphors, metonymies and imaginative rationality in high school mathematics

  1992cited by this paper
• Varieties of numerical abilities

  1992influential reference
• The body in the mind: The bodily basis of meaning, imagination and reason

  1992influential reference
• Thought and language.

  1992cited by this paper
• An analysis of diverging approaches to simple arithmetic: Preference and its consequences

  1991influential reference
• Visual thinking in calculus

  1991cited by this paper
• Enhancing Mathematics Learning through Imagery.

  1991cited by this paper
• On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin

  1991influential reference
• Intuition and rigour: the role of visualization in the calculus

  1991cited by this paper
• Human Memory: Theory and Practice, Revised Edition

  1990influential reference
• Children's understanding of counting.

  1990cited by this paper
• Accelerating the development of formal thinking in middle and high school students

  1990cited by this paper
• Components of high-level vision: A cognitive neuroscience analysis and accounts of neurological syndromes

  1990cited by this paper
• The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason

  1989cited by this paper
• Training students to represent arithmetic word problems

  1989cited by this paper
• The psychology of mathematical abilities in shoolchildren / V.A. Krutetskii

  1988influential reference
• Imagery and Working Memory

  1988cited by this paper
• Teaching Children to Use Schematic Drawings to Solve Addition and Subtraction Word Problems.

  1988cited by this paper
• Visual and spatial mental imagery: dissociable systems of representation.

  1988cited by this paper
• Observing Interaction: An Introduction to Sequential Analysis, Roger Bakeman, John M. Gottman. Cambridge University Press, Cambridge (1986), ixv, +221. Price £25.00 hardback, £7.95 paperback

  1987cited by this paper
• To See But Not To See: A Case Study Of Visual Agnosia

  1987cited by this paper
• Learning Mathematics: The Cognitive Science Approach to Mathematics Education

  1986influential reference
• Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis

  1986cited by this paper
• Visualisation and mathematical giftedness

  1986cited by this paper
• The nature of mathematical knowledge

  1985influential reference
• Intellectual development : birth to adulthood

  1985influential reference
• Mathematical Problem Solving

  1985cited by this paper
• Individual Differences in visual imagery and spatial ability

  1984cited by this paper
• On the Relationship between Task Performance and Associated Verbalizable Knowledge

  1984cited by this paper
• “Mental abacus”: The effect of abacus training on Chinese children's mental calculation

  1984cited by this paper
• Imagery, memory, and cognition : essays in honor of Allan Paivio

  1984influential reference
• Ambiguity and flexibility: A proceptual view of simple arithmetic

  1983influential reference
• Short-Term Visual Memory

  1983cited by this paper

• EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK

  2013cites this paper
• Visual representations in mathematical word problem solving among form four students in Malacca

  2010cites this paper
• Teaching and Learning Mathematics Visually or Verbally: A Comparison of Two Teaching Approaches and Investigation of Interactions With Pupil Cognitive Style

  2006cites this paper