Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 18-25 |
| Number of pages | 8 |
| Journal | Australian Mathematics Teacher |
| Volume | 70 |
| Issue number | 1 |
| Publication status | Published - 2014 |
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Enhancing the teaching and learning of mathematical visual images. / Quinnell, Lorna.
In: Australian Mathematics Teacher, Vol. 70, No. 1, 2014, p. 18-25.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Enhancing the teaching and learning of mathematical visual images
AU - Quinnell, Lorna
PY - 2014
Y1 - 2014
N2 - The literacy demands of mathematics are very different to those in other subjects (Gough, 2007; O'Halloran, 2005; Quinnell, 2011; Rubenstein, 2007) and much has been written on the challenges that literacy in mathematics poses to learners (Abedi and Lord, 2001; Lowrie and Diezmann, 2007, 2009; Rubenstein, 2007). In particular, a diverse selection of visuals typifies the field of mathematics (Carter, Hipwell and Quinnell, 2012), placing unique literacy demands on learners. Such visuals include varied tables, graphs, diagrams and other representations, all of which are used to communicate information.
AB - The literacy demands of mathematics are very different to those in other subjects (Gough, 2007; O'Halloran, 2005; Quinnell, 2011; Rubenstein, 2007) and much has been written on the challenges that literacy in mathematics poses to learners (Abedi and Lord, 2001; Lowrie and Diezmann, 2007, 2009; Rubenstein, 2007). In particular, a diverse selection of visuals typifies the field of mathematics (Carter, Hipwell and Quinnell, 2012), placing unique literacy demands on learners. Such visuals include varied tables, graphs, diagrams and other representations, all of which are used to communicate information.
M3 - Article
VL - 70
SP - 18
EP - 25
JO - Australian Mathematics Teacher
JF - Australian Mathematics Teacher
SN - 0045-0685
IS - 1
ER -