In this paper I report on a study observing six year 13 students (18 years of age) working in pairs on a set of mathematical problems, to test the hypothesis that students who have access to a geometrical image will be more successful in solving a problem than if they do not and this use of imagery is demonstrated through students’ actions. The research was done from a constructivist perspective, looking through a socio-cultural lens, and uses the language associated with the area of semiotics. It is concerned with the relationship between mental imagery, thought and action. The results have showed that it is possible to observe students’ use of imagery through their gestures and those students who have access to and are able to manipulate mental images are more successful problem-solvers.
|Title of host publication||Proceedings of the British Society for Research into Learning Mathematics|
|Number of pages||6|
|Publication status||Published - 17 Nov 2007|
- Mathematical Imagery
- Mathematics Education