This research paper caught my attention when I read a couple of the first paragraphs..."a common belief in education (is) that visual mathematics is for lower level work, and for struggling or younger students, and that students should only work visually as a prelude to more advanced or abstract mathematics. As Thomas West, author, states, there is a centuries-old belief that words and mathematical symbols are “for serious professionals – whereas pictures and diagrams” are “for the lay public and children” (2004). This idea is an example of a damaging myth in education, and this paper will present compelling brain evidence to help dispel the myth". (Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics 5)
The study highlights the brain's capacity to process mathematical concepts through visual pathways. From number lines to manipulatives, visual representations play a pivotal role in making abstract ideas concrete and understandable. Integrating these tools in the classroom enhances engagement and achievement across year levels.
The paper advocates for embracing visual mathematics as a means of transforming students' mathematical experiences. By providing hands-on experiences and visual aids, educators can empower learners to develop a deeper understanding and appreciation for math.
I believe (and was thrilled to find a confirmation of my beliefs in the latest neurobiological studies) that using hands-on objects and visual aids is incredibly important for learning math. These tools help make abstract concepts more concrete and easier to understand. When you can touch and see things, it's easier for your brain to remember and solve problems. Studies have shown that using these tools can make students better at maths and help them do well in school. Plus, they work well for all types and ages of learners.
"A compelling and rather surprising example of the visual nature of mathematical activity in the brain comes from a new study on the ways that the brain uses representations of fingers, well beyond the time and age that people use their fingers to count. The different studies on the brain’s use of finger representations give fascinating insights into human learning and clear implications for mathematics classrooms."
I hope to see more manipulatives and visuals in our classrooms across all the year levels to enhance learning experiences, engage students and foster a deeper understanding of mathematical concepts. When we can touch and see things, maths becomes clearer and more exciting.
